مجله مطالعات ناتوانی
سال هشتم شماره 1 (اسفند 1397)

Obsessive beliefs as disturbing thoughts in the mind have a destructive effect on psychological and behavioral balance. Of the major problems that obsessive individuals face, it is a low resilience; psychologically, resilient or invulnerable, that is, the ability of some individuals to overcome what is severely threatening their growth. On the other hand, in this research, we try to reduce obsession and increase the resilience with the use of psychometric approach. Although there is evidence of the effect of allegory on resonance, in Iran, however, there has not yet been a study titled "The Effect of Logical Therapy on the Reduction of Obsessive Beliefs and Increasing Perseverance." Therefore, the present study was conducted with the aim of determining the effect of group therapy on reduction of obsessive-compulsive beliefs and increased resiliency in women. This was a quasi-experimental pre-test, post-test, and follow-up with control and experimental group. The ISAR of the Obsessive-Verbal Beliefs-OBQ 44 tests and the Conner-Davidson Consolidation Scale (CD-RISC). The statistical population consisted of all women in Tehran who were selected through a population sampling method of twenty women who scored higher scores on this scale of obsessive beliefs. To obtain information from a community of mothers of the students, an educational complex was used in Tehran's 3rd District. The questionnaire of obsessive-compulsive beliefs was given to one hundred people aged between 30 and 45 years old. Twenty people who scored higher scores on this scale were selected as samples. The criterion for entering the community was only the scale of obsessive beliefs. After selecting the sample, the resilience scale was also performed as a second variable (another pre-test) on the sample. Then, 10 people in the experimental group and 10 in the control group were randomly assigned. In the interval between pre-test and post-test, the training group underwent a group of 10 sessions of semantic therapy. Post-extraction research data were analyzed by repeated measurements analysis using SPSS software. To analyze the variance for repeated measures, we examined the assumptions of this test. Shapiro Wilk test was used to check the normal scores. The results showed that the distribution of data is normal. Levin's findings also showed that the homogeneous assumption of covariance of data and the slope of regression is established. The results of Mocheli's test also showed that there is no spheroidal assumption, and therefore we can use the result of in-group tests with moderate degrees of freedom and the Hove-Felt correction. The mean of the irradiation variables for the control group in the pretest was 67.33, in the post-test, 66.22 and in the follow-up period, was 67.66, and for the experimental group in the pretest, 68.22, in the post-test, 82.77,and the follow up was 78.22. The mean of obsessive-compulsive beliefs in the control group was 198.00 in the pretest, 184.44 in the post test and 193.11 in the follow-up phase, and for the experimental group in the pretest 213.22, in the post-test 122.55 and in the stage the follow up was 124.22. Also, the results showed that the f value in the obsessive-compulsive belief variable was significant at α=0.05, and considering that the mean of the experimental group in the obsessive-compulsive belief variable was lower than that of the control group in the post-test and follow-up stages, then the group's Logotherapy The reduction of obsessive-compulsive beliefs and its components, which included accountability from risk assessment, perfectionism versus the need for assurance, and the importance of thinking toward control of behavior, was effective (p<0.01). Also, the findings showed that the value of f in the resiliency variable was significant at the level of α=0.05, and considering that the mean of the experimental group in the resiliency variable was increased in comparison with the control group in the post-test and follow-up stages; therefore, A group is effective in increasing the resiliency (p<0.01). This research investigated effect of logotherapy on obsessive beliefs and resilience in women. The result suggested improvement on component of resilience in the experimental group, namely perfectionism/certainty (PC), responsibility and the overestimation of threat (RT) and importance/thought control (ICT). Thus the treatment method is suggested to increase resilience.

This article deals with analyzing the architectural situation of three Deaf & Hard-of-Hearing primary schools. Regarding the importance of the educational space in Learning and the Deaf relationship, this research is necessary to do. Moreover, no similar research is done, so far, which makes this study unique.  This study is carried out by an analytical-descriptive method. In the first step, based on studies done at Gallaudet University and American with Disability Acts (ADA) and Building Bulletin 93 related to suggested standards of British. Association for Deaf teachers, effective factors on designing proper educational space for Deaf & Hard-of-Hearing primary and components of each factor were extracted. Then the research checklist was prepared and the educational situation of three Deaf & Hard-of-Hearing primary schools in Isfahan. By analyzing the data for this study, which is, in facts, comparing the architectural situation of the three primary schools for? In Isfahan with the gained standards out of the studies on other countries (in the form of a researcher'’ checklist), it is found out that the architectures of primary schools for of Deaf & Hard of Hearing in Isfahan is not suitable for them. Furthermore, despite the fact that the educational space is so effective in learning the quality of Deaf & Hard-of-Hearing students, these three are not designed and built the same as schools for normal school children, and they are not easy to access for them in on the appropriate location. They are not acoustically designed and suitable building materials not used either. Regarding colors, in all the above-mentioned primary schools. Beige is used, which is closely similar to the skin color which is not good for Deaf students’ educational spaces. Moreover, 66% of those school's fire is not equipped with fire alarms. Just one school in one class had a fire alarm and only one school had two emergency exits. One hundred percent of these schools had to suitable glass protection for heaters. None of the schools had no suitable equipment and furniture like armchairs’ bells with lights, video telephones, etc. By analyzing the situation of these schools in terms of safety in yards and halls; no sharp barriers such as poles did not exist and there were ramps in just two schools. In two schools, doors opened outward. In no schools, round angles were used. In 66% of schools, there were double-edged windows. In just one school glass of windows was safer by sticking mat covers on them. All Halls and paths were 2.5 meters wide, which is quite suitable.  Although in many countries, churches, cultural centers, schools, houses, shops & etc.; are suitable for the above-mentioned people, they are not appropriate for them in Iran. Suitable lighting and choosing colors, as well as building materials, can be helpful for learning improvement. Type of building materials is of great help in shaking management, finding directions and identifying dangers. Since Deaf & Hard-of-Hearing student is mostly dependent on touching, smelling and seeing senses, designing on open space in an educational center plays an important role in learning better. These spaces should create a signification relationship between the interior and outside space. The outside yard can be a good place for children to play, talk, interact, learn and search. Using central yards and mixing the space and outdoors with classrooms can be very useful.

One of the most serious worldwide health problems is overweight and obesity, especially is associated with significantly different somatic and psychological problems (such as heart attack, blood pressure, arthritis, type 2 diabetes, heart failure, stroke, increased all-cause mortality, higher rates of depression, anxiety, reduced quality of interpersonal relationships), Additionally overweight and obesity reflecting negative self-evaluations of one´s weight and physical appearance and perceived discrimination, so it causes to impair of quality of life and self-efficacy. Also when the most common obesity interventions have focused primarily on weight loss like low-calorie diet and physical activity prescription, without full consideration of psychological factors, not surprisingly weight gain following these interventions is common; however, by 3–5 years post-treatment, most patients have returned to or exceeded their pretreatment weight. Due to the important role of psychological factors in overweight and obesity, the aim of this research was to study the effect of diagnostic's educational package based on acceptance and commitment therapy, Compassion Focused Therapy and dialectical behavior therapy on the eating behavior and the Weight- Efficacy of lifestyle in overweight and obese women. This study was experimental with pretest, posttest and control group that was conducted on 20 women suffering from overweight and obesity (Body Mass Index more than 25) referring to the nutrition clinic in Tonkabon in 2016-2017. The women were selected by random sampling and were randomly classified into the experimental group (n=10) and the control group (n=10). The overweight and obsess women into two groups were matched in some demographic variables and completing two scales Dutch Eating behavior questionnaire and weight efficacy lifestyle questionnaire as a pretest, posttest and follow up to assessment after three months. The intervention consisting of twelve sessions of training diagnostic's educational package based on acceptance and commitment therapy, Compassion Focused Therapy and dialectical behavior therapy was given to the experimental group at three months. The obtained data were analyzed statistical tests of MANCOVA by SPPSS20. The results of multivariate analysis of variance (MANOVA) showed that the ratio of pre-test and post-test differences in the rates of eating behavior in the test and control groups was equal to (34.140) , F ratio obtained between the two groups GD related test and followed the equal rates of eating behavior (F=67.331) analysis of variance and differences related to pretesting scores and Weight- Efficacy of lifestyle in the test groups and control test was F=53. 639 and analysis of variance related to differences steps after the step follow-up test related to Weight- Efficacy of lifestyle test and control groups was equal to (F=73.353). Data analysis showed that diagnostic's educational package caused the increase of Weight- Efficacy of lifestyle (p<0.001). And the decrease of eating behavior of the experimental group of women in comparison with the control groups (p<0.001). According to the finding from this study, use of diagnostic's educational package based on acceptance and commitment therapy, Compassion Focused Therapy and dialectical behavior therapy allow overweight and obsess women to step out of the trap of stigma, self-critical, negative affect and emotional eating by basic and advanced mindfulness skills, emotion regulation, acceptance, self-compassion strategies and helps them to clarify their personal values and fallowing meaningfulness behavior and becoming the self-compassion with yourself. Also, Participants learn to tolerate aversive states related to eating (cravings, boredom, discomfort) while continuing to engage in the desired behaviors such as removal, or ‘experiential avoidance’ of aversive urges or feelings by overeating or eating unhealthful foods. Additionally, the intervention helps overweight and obsessed women to increase awareness of the perceptual, cognitive and affective experiences and being more present-centered and aware, thereby reducing “mindless” eating. These skills interrupt automatic, non-conscious influences on eating behavior that can lead to overeating and/or sedentary so improving the quality of lifestyle of overweight and obsessed women. Due to the increasing overweight and obesity, the use of diagnostic's educational package based on acceptance and commitment therapy, Compassion Focused Therapy and dialectical behavior therapy improves the well-being of society.

Students with attention deficit-hyperactivity disorder may have many problems in functional areas including education status. Although these children have normal intelligence they display weak performance in school, and their relationship with parents, teachers, peers, and friends is frequently problematic. For solving the child behavioral problems, the teacher must have active cooperation with parents. Making behavioral contract between home and school is one of these methods. So, this research investigated the effect of a therapeutic plan based on the coordinated behavioral intervention of therapist, home, and school on changing daily school behavior and reducing task avoidance in children with attention deficit-hyperactivity disorder. This research was kind of experimental design (pretest-post-test with a control group and follow-up). The statistical population included all 8-9 years old boys with ADHD who had referred to Tehran psychological services and counseling centers. Among children that despite of ADHD had not comorbid disorders as mental retardation and obvious physical-sensory-motor disorder and chronic illnesses, received medical treatment with equal time and amount and were in 8-9 years age range, 30 individuals along with their parents were selected as research sample and randomly assigned to experimental (N=15) and control (N=15) groups. The therapeutic plan based on the coordinated behavioral intervention of therapist, home, and school was trained to experimental group for eight sessions. Mother as home agent and teacher as school agent must be presented. Therapeutic plan based on coordinated behavioral intervention of therapist, home, and school is derived from Skinner`s theory of operant conditioning (1983) and it`s methods and techniques (such as reinforcement management, token economy, Premack principle) and positive childrearing method that conducted for 8 sessions, weekly twice, every session 2 hours. After finishing training sessions, took post-test from every two groups and they were tested after the follow-up period for the third time. The Conners Parent Rating Scale (CPRS) and the Conners Teacher Rating Scale (CTRS) were used as tools for assessing task avoidance at home and daily school behavior respectively. These questionnaires were used as the most common tools for screening and to diagnosing of ADHD in most world places and had been suitable tools for measuring the intensity of symptoms. Data were analyzed with variance analysis and repeated measurements using SPSS 22 (p<0.05). Also, in order to identify which variables have a significant difference with each other, was used for post hoc tests (LSD) in observing the condition of homogeneity of variances. The results showed that the therapeutic method based on the coordinated behavioral intervention of therapist, home, and the school had a significant effect on changing the daily school behavior (F=21.84, P=0.0001) and reducing task avoidance (F=33.37, P=0.0001). In addition, effect size showed that about 43% of significant difference daily school behavior and 51% of significant difference task avoidance in home between two groups due to training of coordinated plan of therapist, home, and school in experimental group, that is this training has been effective in improving daily school behavior and reducing task avoidance in children with ADHD. Also, the results of a follow-up study showed that daily school behavior and task avoidance in home had significant difference between two groups in every three phases of pretest, post-test and follow-up, that is intervention had stable and effective influence in every three phases and intervention effectiveness ever remained after seven weeks (P<0.001). According to the results of this research that showed the effectiveness of a therapeutic plan based on coordinated behavioral intervention of therapist, home and school on reducing task avoidance and improving daily school behavior and multi-dimensional problems of children with ADHD in home and school and according to advantages of parent intervention and the importance of families-school incorporation and effectiveness of team interventions is recommended that this method uses as multi-dimensional treatment for children with attention deficit-hyperactivity disorder in different educational and therapeutic centers.

Disability in human societies dates back to the history of humanity and the extent of disability in the world is irrefutable. According to a report published by the World Health Organization, about 1.5% of the world's population is disabled. The existence of millions of disabled people around the world has raised the issue of disability as a global issue and the issue of human rights of people with disabilities is one of the greatest challenges of today's societies. Therefore, the rights of disabled people have been attentive to the United Nations and other international organizations over a long period of time. The UN General Assembly, in its most important step in 2006, approved the Convention on the Rights of Persons with Disabilities and its related optional protocol. The purpose of this Convention is to protect the rights of persons with disabilities from all human rights and fundamental freedoms and to promote respect for their inherent dignity. One of the basic rights of persons with disabilities is the right to participate in sports activities. Because the participation of the disabled in sports activities has increased the level of happiness, self-confidence, independence, socialization and life expectancy. The aim of this survey was to investigate environmental barriers to participation in physical activity through a legal perspective. The research was practical in purpose and data collection method was descriptive – survey. The study population of this study includes all physically and mentally handicapped people in Golestan province, of whom 173 individuals were selected through random sampling. The research instruments for were a questionnaire designed by Poorrnjbar (1393), Zebardast (1395), Text Convention on the Rights of Disabled Persons (Jan Ghorban & Zare, 1390) and other specialized texts, whose validity was confirmed by the professors. The internal consistency of the questionnaire was obtained by using the Cronbach's alpha coefficient for the whole questionnaire (alpha = 0.87). The Friedman test, t test and Pearson  correlation coefficient were used to test the research hypotheses.  Statistical Package for Social Sciences Software (version 21) was used to analyze the data. Research findings on the description and prioritization of the average rating among types of activities of the disabled persons in leisure time showed that participation in sports activities was among the lowest rank. Among the 18 indicators of the legal status of the disabled, the only 3 indicators, namely, "the right to education and equal opportunity at all levels and in the form of lifelong learning, respect for the inherent dignity and individual autonomy, enjoying the right to liberty and individual security equal to others" from the perspective of the disabled persons were found to be desirable. Also, there is a negative and significant relationship between the level of activity of the disabled and each of the barriers at the 99% confidence level; From the strongest to the weakest severity of the relationship with the degree of participation of persons with disabilities, respectively, are the "economic", "sports facilities and facilities", "social protection", "information and advertising", "access to the gym and playgrounds", "management and program" "And "mental and physical barriers". According to the findings of this research, economic and social support is one of the effective factors in increasing the participation of the disabled persons in sports activities.

Blindness is a physical condition damaged by severe emotional complications that affect not only the individual but also the family and the community. One of the issues associated with the teenage years of blind girls is their self-concept. The perception that each person has on his or her behavior affects his behavior. Every person's self-concept affects the emotion that concerns her, and this feeling has a direct relationship with self-esteem. Individuals who have a positive self-concept are more satisfied with them and achieve more success; they are self-confident and make decisions based on their abilities. Most studies that have identified the need for adult education have acknowledged that there is a need for a comprehensive plan in this area, but so far, there has not been a program not only for the blind but also for the sighted teenagers. It is also clear from the research in this area that in these educational programs their effects on self-concept are not evaluated. According to the mentioned materials and considering the importance of puberty and the harmful effects of lack of adequate and comprehensive training on the body and mind of girls, especially blind girls, who are considered as the most vulnerable among the most vulnerable in society due to lack of vision, This research, with emphasis on various aspects (physical, cognitive, and emotional), is essential to the health of blind adolescents as a research priority of the World Health Organization. Therefore, the primary objective of this research is to examine the effectiveness of the physical, cognitive, and the emotion of puberty is on the self-concept of blind girl students. This research was quasi experimental design (pretest-post-test with a control group). The statistical population was comprised of all female students of the third, sixth-grade elementary school students studying in the girls' blind schools in Tehran during the school year of 1396-1397 (Narjes and Hazrat Abdul Azim schools). The sample consisted of 30 students of the above-mentioned bases who were randomly selected and randomly assigned to experimental and control groups (15 in the experimental group and 15 in the control group). The curriculum on physical, cognitive and emotional issues of maturity was conducted on ten experimental sessions of 90 minutes (twice a week) at the blindfold centre of Hazrat Abdolazim, located in Rey, and the Narjis School in Pasdaran. The implementation of this research was carried out in two stages: first, according to existing research literature and interventional areas, a curriculum on the physical, cognitive and emotional issues of maturation was developed and its content validity through 10 field experts (psychology and Exceptional Children's Education and Measurement and Measurement), so that they were asked to score a score of 1 to 3 after the study, and given that the average score was 2.8 or more to measure the content of the program's validity, Were randomly assigned to five sampled individuals who were selected by simple sampling Considering the significant changes in self-concept, the rest of the subjects were randomly assigned to experimental and control groups, and the training program was taught to the experimental group in the 10 sessions of 90 minutes (twice a week) in the schools. At the end of each course, participants were asked questions, which required completion of the phase and the next stage and, if necessary, compensatory training was applied, and its validity and effectiveness were examined. The control group did not receive any intervention related to the practice of physical, cognitive, and emotional issues. Finally, after the end of the training sessions, experimental and posttest control groups were performed, and the data from the two groups were compared to determine the effectiveness of this program. The results of covariance analysis indicated that the physical, cognitive and emotional education program in the experimental group compared with the control group significantly increased self-concept and its dimensions except for anxiety in the post-test phase (P<0.001). The results indicated that the physical, cognitive and emotional education program of puberty is an effective method for the growth of self-concept in increasing the behavior, cognitive and mental status, appearance and physical characteristics, popularity, happiness and satisfaction in blinded female students.

The aim of present study was to investigate the efficacy of dialectical behavioral therapy in pain resilience in patients with fibromyalgia syndrome. Evidence suggests this approach is successful in the treatment of psychosomatic abnormalities. The results have been promising. Fibromyalgia is a chronic musculoskeletal pain syndrome that is characterized by pain at a wide range, sensitive points, fatigue, and sleep disorders, and its etiology is unknown. Chronic pain and muscle tenderness and muscle connective points are characteristic. This disease is a connective tissue rheumatoid arthritis. The existence of a non-painful set of syndromes has led to the use of the term fibromyalgia syndrome. In the 10% to 12% of the population, there are skeletal muscle for which no structural or inflammatory causes can be found. Despite the chronicity and complexity of fibromyalgia syndrome (FMS), there are pharmacological and no pharmacological interventions available that have clinical benefit. Based on current evidence, a stepwise program emphasizing education, certain medications, exercise, cognitive therapy, or all 4 should be recommended. Current evidence suggests efficacy of low-dose tricyclic antidepressants, cardiovascular exercise, cognitive behavioral therapy, and patient education. A number of other commonly used FMS therapies, such as trigger point injections, have not been adequately evaluated. The study employed a quasi-experimental method with the pre-posttest and follow-up design and with a control group. The study population was patients with fibromyalgia syndrome in Tehran.  The participants were 40 patients with fibromyalgia syndrome randomly assigned to experimental and control groups in equal numbers. The research instrument was the short-form SF-MPQ-2 and Conner, & Davidson’s resilience questionnaire. Repeated measure of variance analysis showed the proposed method had a significant effect on pain sensory, pain affective, total of pain, pain evaluative, pain miscellaneous and resilience. The proposed method can be suggested as a viable treatment method.

This study investigated behavioral disorders which are problematic for children, family, and community. These include behaviors which are inappropriate regarding age group and can be severe, chronic or continuous ranging from hyperactive and aggressive to dissociated behaviors. Most of them occur due to a person's disability in proper analysis of self and problem situations, lack of problem-solving skills to resolve life issues effectively, inappropriate usage of non-cognitive and emotional capacities. According to researches, some features of emotional intelligence in people with behavioral disorders are deficient. Emotional intelligence as a kind of social intelligence indicates a person's ability to encounter and cope with psychological and social stressors. Emotional intelligence is of significant influence on one's life since it involves the capacity of flexibility, problem-solving, dealing with stress and impulses. In cognitive-behavioral approach, treatment is targeted toward providing an opportunity for new adaptive learning. So, this study aims to investigate the effectiveness of cognitive – behavioral therapy (CBT) on the improvement of emotional intelligence of students with behavioral disorders. This is a quasi-experimental research with pretest-posttest design and control group. The statistical population was all high school male students with behavioral disorders in Uremia city. A sample of 30 students of 13-15 was selected by random availability sampling method. They distributed randomly in experimental and control group. The criteria of engagement were: 1. Diagnosis of behavioral disorders according to Rotter's children behavioral disorder test, clinical evaluation, and interview, 2. Absence of visual and hearing impairments and lack of abnormal IQ (according to health profiles of students based on initial assessment), 3. Age of 13-15. After conducting pretest, the experimental group participated in 10 sessions of 90 minutes of cognitive behavioral education. Then posttest was done for both groups. Furthermore, due to ethical considerations, the control group received the same educational interventions, after completing the study and conducting posttest. To evaluate behavioral disorders Rotter's children behavioral disorder test and to evaluate emotional intelligence, Schutte's self-report emotional intelligence test (SSEIT) was used as pretest-posttest. The results were analyzed by analysis of covariance method. The interventions in treatment sessions are as below: First: educating structure of courses, building a ladder of current problems and measuring them by behavior thermometer; Second: educating automatic thoughts, the influence of negative thoughts and recording them in thought bulb papers; Third: educating types of cognitive distortions, the task of identifying cognitive distortions related to negative automatic thoughts; Fourth: educating cognitive evaluation, challenging thoughts (gathering evidence), balanced thinking and recording; Fifth: training primary believes, their development, identifying and testing them by thought detector; Sixth: educating negative thoughts management using distraction techniques, positive self – talk, thoughtful pause, reduction of tape sound; Seventh: educating emotions and emotional self-awareness, and the relation of emotions with behaviors and thoughts and record their intensity with a feeling thermometer; Eighth: training emotional control by muscle relaxation, quick relaxation, breath control, relaxing imaging setting; Ninth: educating behavioral modifications using behavior analysis techniques, regular desensitization, encounter, and self – rewarding; Tenth: educating problems of action without thinking, the dominance of feelings, disability in problem-solving; and, training problem-solving skills, practicing skills through mental imagery, and modeling. The results indicated that there is a significant difference between experiment and control groups both in general emotional intelligence and some of its features including optimism, emotional regulation, psychological evaluation, social skills, and sensitive application (p<0.05). According to research findings one may conclude that cognitive behavior treatment is effective on enhancing emotional intelligence and its features among the students with behavioral disorders.

Obsessive-Compulsive Disorder (OCD) is one of the most common, debilitating, and most severe disorders. In the fifth edition of the Diagnostic and Statistical Manual of Psychiatric Disorders (DSM5) , this disorder is separated from other anxiety disorders and is one of several disorders that its prominent features Obsessive-compulsive recurring behaviors. Because of the diversity in the behavioral phenotypes of obsessive-compulsive disorder, the extraction of a psychological pattern of the disorder that explains its phenomenological characteristics is very difficult. The purpose of this study was to investigate the relationship between alexithymia, anxiety sensitivity and distress tolerance with obsessive-compulsive symptoms and the mediating role of difficulties in emotion regulation strategies. A total of 445 students (269 girls and 160 boys) from the universities of Sanandaj participated in this research. Participants were asked to complete the Persian version the 20-Item Toronto Alexithymia Scale (TAS-20), the Anxiety Sensitivity Scale (ASI-R), the Distress Tolerance Questionnaire (DTS), Vancouver's obsessive-compulsive scale and the Difficulties in Emotion Regulation Scale (DERS). The reliability of the 20-Item Toronto Alexithymia Scale was verified in a 67 samples in two weeks with a 4-week period of 0.80.87% for general and sub-scales. The psychometric properties of anxiety sensitivity, internal consistency and validity scale were verified. The reliability of the Iranian sample was reported to be 0.93 and 0.95, based on two methods of internal consistency and Test-Retest. In the questionnaire of distress tolerance. Based on the data, the Cronbach's alpha coefficient of this questionnaire was 0.67 and the reliability coefficient was 0.81 for the total scale and 0.81 for tolerance, absorption, evaluation and adjustment subscales respectively 0.71, 0.69, 0.77, and 0.73. Correlation coefficient of Vancouver's obsessive-compulsive scales with Yale-Brown Obsessive Compulsive Scale was 0.59 and with Maudsley's obsessive-compulsory questionnaire was 0.81. The reliability of Cronbach's alpha coefficient for Contamination was 0.85, the Obsessions 0.87, Hoarding 0.81, Just Right 76% and Indecisiveness 0.77 have been reported. The Difficulties in Emotion Regulation Scale has an internal consistency 0.93. Cronbach's alpha was 0.92 reported. SPSS18 and LaserL software were used to analyze the data. The results of correlation test showed that Alexithymia with anxiety sensitivity (R=0.55, P=0.01), difficulties in emotion regulation strategies (R=0.64, P=0.01) and compulsive obsessive symptoms (R=0.70, P=0.01) had a meaningful and significant relationship with distress tolerance (R=0.55, P=0.01). Also, anxiety sensitivity with difficulties in emotion regulation strategies (R=0.66, P=0.01) and compulsive obsessive compulsive symptoms (R=0.62, P=0.01) had a significant direct correlation with distress tolerance (R=0.68, P=0.01) has a significant negative relationship. There was a significant negative correlation between distress tolerance and difficulties in emotion regulation strategies (R=0.59, P=0.01) and compulsive obsessive symptoms (R=0.55, P=0.01). On the other hand, difficulties in emotion regulation strategies with compulsive obsessive-compulsive symptoms (R=0.66, P=0.01) have a significant positive relationship. Path analysis showed that difficulties in emotion regulation strategies did not play a significant mediating role on the relationship between alexithymia, anxiety sensitivity and distress tolerance with obsessive-compulsive symptoms. Based on the findings of the present study, we can conclude that the direct correlation between emotional regulation, alexithymia, anxiety sensitivity and distress tolerance with compulsive obsessive-compulsive symptoms. Mediating role on the difficulties in emotion regulation did not see in the relationship between alexithymia, anxiety sensitivity and distress tolerance with symptoms Obsessive-compulsive mediation. Based on the findings of the present research findings, in the theoretical level confirms the relationship between emotional regulation, alexithymia, anxiety sensitivity and distress tolerance with compulsive obsessive-compulsive symptoms, and adds to the results of previous research. At the practical level, the emotional relationship regulation, alexithymia, anxiety sensitivity and distress tolerance with compulsive obsessive-compulsive symptoms, highlights the need to train the emotional self-regulation skills and increase emotional awareness in the general population as well as in the clinical community.

Diabetes mellitus is the most common chronic metabolic disease, which is characterized by abnormalities in the metabolism of carbohydrates, proteins and fats. The most common symptoms are glucose intolerance or increased blood glucose. For this reason, the person affects the short and long-term complications of diabetes. Diabetes is a side effect such as an increase in myocardial infarction, renal failure, blindness, amputation, and psychological problems, such as stress. There is a two-way relationship between stress and diabetes. Perceived stress is capable of activating the hypothalamic pituitary-adrenal axis (HPA). Increase or increase blood glucose levels. On the other hand, diabetes can also be a major source of stress in these patients. As the disease causes a lot of changes in the lifestyle of patients, they impose certain dietary supplements, require frequent medical tests, and patients should regularly inject insulin; all of these are difficult and stressful processes. Diabetics also have a sense of failure and disappointment because of conflict with disease and planning, and their emotional and social well-being is affected. This inadequate cause of exacerbation of emotional problems such as depression, anxiety, change in processes Cognitive skills such as rumination and reduced flexibility. In the end, because stress and cognitive flexibility play an important role in the emergence, prognosis, and treatment of diabetic patients, research is needed in this regard. On the other hand, interventions based on psychological education and psychological training, such as cognitive therapy based on mind-consciousness, are among the new behavioral approaches of the third wave, are of particular importance. Finally, a review of research findings in diabetic patients shows that few studies have been conducted on the relationship between cognitive stress and cognitive flexibility and diabetes in the country that are not sufficient and coherent, and the different dimensions of this issue have not been well addressed. The aim of this study was to determine the effectiveness of cognitive therapy based on mind-awareness on cognitive flexibility and perceived stress in type II diabetic patients. This is a semi-experimental pre-test post-test with control group. In this research, cognitive therapy based on mind-consciousness as independent variables and cognitive flexibility and perceived stress are considered as dependent variables. Cognitive therapy based on Mindfulness was performed only on the experimental group and its effect on post-test scores of the subjects in the experimental group was compared to that of the control group. The statistical population of all patients with type 2 diabetes who referred to Birjand diabetes center during the second half of 1396 was 40 randomly selected diabetic patients (20 experimental group, 20 controls). They were randomly selected. The band was placed. The research tools included Denis and Vendoral Cognitive Flexibility Scale (2010), Levi Bond Stress Scale and Leviibond (1995), and eight 60-minute sessions of cognitive therapy based on Mindfulness of Siegal et al. (2018). For data analysis, SPSS software version 22 and descriptive statistics methods such as mean, standard deviation, and inferential statistics of single variable variance analysis were used at the significance level of 0.05. The results showed that the mean and standard deviation of the cognitive flexibility of the experimental group before the intervention was 94.05±11.66 and after the invasion was 106.76±12.30; the mean and standard deviation of the perceived stress scores of the experimental group before the invasion were equal after 42.48±7.7 and after the intervention was 65.33±10.68. Also, the effect size of the cognitive flexibility score was 0.41 (p<0.05), and the effect size of the perceived stress score was 0.179 (p<0.05). The results showed that cognitive therapy based on mind-awareness is effective in increasing cognitive flexibility and reducing the perceived stress of type II diabetic patients; therefore, cognitive therapy education based on mind-awareness can be used as an effective method for improving the psychological status of this group of patients. Their treatment centers and their care centers. Also, considering the positive effect of cognitive-based cognitive therapy on increasing cognitive flexibility, it is suggested that therapists in the field of psychology and especially health psychologists use this treatment to improve the cognitive flexibility of diabetic patients.

The substance-dependent individuals encounter different psychological pressures including anxiety disorders. Studies have showed about forty percent of alcohol-dependent individuals have been diagnosed as one of the subtypes of the anxiety disorders during their life. Also, previous studies have showed cognitive-behavior therapy (CBT) is very effective in reducing substance use and relapses, coping with negative emotions and improving patients’ wellbeing. Given the effectiveness of CBT, the present study was conducted to investigate effectiveness of cognitive reconstruction as part of CBT in reducing the anxiety of the substance users. Based on cognitive reconstruction theory, the individual’s reactions to events are determined not by the features of the events but by the individual’s interpretation of them; in other words, how individual reacts to events of his/her life, depends on his/her special definition and interpretation of them. The present study employed a two group pretest-posttest quasi-experimental design.  The Study population included all men who had referred to rehabilitation center of Malard. Convenience sampling was used to recruit 38 participants. The research instrument was Spielberger State-trait Anxiety Inventory (STAI). The reliability of the normalized version of the research instrument is reported to be 0.91 and for trait anxiety scale. The participants were assigned to experimental and control groups. Each group included 19 participants. Two weeks before beginning the treatment, the participants filled STAI as the baseline. Then, experimental group received cognitive reconstruction in shape of group therapy for nine sessions while the control group received no therapy. Finally, two weeks after the treatment, all the participants were asked to fill STAI as the post-test. Multivariate Analysis of Covariance (MANCOVA) was used to test the research hypotheses.  The results showed there is a significant difference between two groups in general anxiety as well as state anxiety and trait anxiety (p<0.01) in the post-test after removing preexisting differences through MANCOVA procedures. It is concluded that that substance-dependent individuals are more anxious than non-dependent individuals: In addition, cognitive reconstruction therapy could result in reducing state and trait anxiety of the substance-dependent individuals. So cognitive reconstruction therapy (as a part of CBT) can help substance-dependent individuals to control and reduce their anxiety.

Proper nutrition is essential for the survival of newborn babies and child growth. Now-a-days with regard to the advancement of medical care, we encounter a growing number of at risk babies and correspondingly a growing number of children with swallowing and feeding disorders. Swallowing evaluation   process has a long history. Typically, it is administered via imaging techniques. What makes this assessment method inadequate is that it cannot catch important environmental and behavioral factors affecting children during feeding. Specifying the safety of swallowing in children is not sufficient enough; oral sensory-motor skills and beyond it the parent-child relationship should also be considered. Behavioral scales of swallowing and eating assessment enable us to make much more observations needed for comprehensive assessments. Obviously, if we are to achieve effective treatment strategies in this area, the first step could be a comprehensive assessment of swallowing and eating in children. The present study aimed at finding validating an appropriate oral motor assessment scale of children. Searching the various databases, we found systematic reviews in the field of non-instrumental evaluation of eating and swallowing in children. Among the measures introduced in these reviews, we chose the Schedule for Oral-Motor Assessment (SOMA) developed by Reilly et al (1995), which in our belief captured important factors such as being observational, encompassing all areas of swallowing and eating, covering a clear scoring system and having a cut-off point. The scale was translated into Persian according to the protocol of World Health Organization. Then a panel of experts including 5 speech and language pathologists holding a Ph.D. or speech therapy doctoral students compared the original text and the translated version and tried to resolve the drawbacks and ambiguities of the Persian scale items. The provided text was back translated into English. This version was compared to the original scale by the authors and revealed to be conceptually the same. Just a slight editing was done on the Persian scale according to the back translated scale. This pre-final version was then pre-tested on 10 dysphagic children. Observational intricacies were drawn from this pilot study, also some minor editions was done according to the findings. Finally, the scale was sent to 10 qualified speech and language pathologists in the area of swallowing for examining the applicability of the scale items. The Persian version of the schedule for oral-motor assessment with 65 items became ready for reliability assessment. All items proved to be assessable according to reviewers' opinions. Kendall's w test was calculated to evaluate the inter-rater reliability and revealed that the assessment results of ten experts did not differ (p=0.238, Kendall's w=0.112). Regarding the implementation of the schedule for oral-motor assessment, it is noteworthy that this measure is quite executable in the clinical setting. The other point is that items of this scale are based solely on observation; evaluation and assessment should be done online i.e. the items should be scored while observing the eating behaviors. Sometimes it is needed that the child be exposed to an especial food texture such as biscuit (which has more items than other tissues) more than one time, to complete the assessment.

Adolescence is the period between childhood and adulthood. Adolescents are threatened by high risk behaviors more than children or adults. Aggression is an effective deterrent factor on adolescents’ health. Researchers have found aggression predicts the adaptability of social and psychological difficulties. Psychologists believe that aggression disorder is the source of many behavioral and psychological difficulties in adolescents and quality of person’s life can be affected by regression. Achieving social skills are considered as a major contributor to social development, social relation formation, and social adaptability even mental health protection. On the other hand, recently, Acceptance and Commitment Training (ACT) is a therapeutic model that reduces aggressive signs in many non-adaptability behaviors. Furthermore, this treatment reduces the experimental avoiding and increases the psychological flexibility. Thus, the aim of this research was to compare the effect of social skills training and acceptance and commitment training on aggression signs in adolescents. This study employed a two group pretest-posttest quasi-experimental design. The study population consisted of all female adolescents studying at Noshahr in the year of 2016. For this study, 75 adolescents with aggression signs were selected by random sampling and were randomly assigned to experimental and control groups (25 people in the experimental group based on social skills training, 25 people in the experimental group based on acceptance and commitment training and 25 people in the control group).  The research instrument was Buss-Perry Aggression Questionnaire (BPAQ) which was completed at the beginning of sessions, end of sessions and after 3 months (follow-up level) by the participants.  The training courses were 10 sessions for each of two experimental groups, while the control group did not receive any training.  Repeated Measures Analysis of Variance (ANOVA) and post hoc tests were used to test the research hypotheses. Also the significant level for hypothesis test was considered 0.05. Repeated Measures Analysis of Variance (ANOVA) findings showed that there is a significant difference between the control and training groups (p<0.001). No significant difference was found between the two experimental groups, namely, social skills training and acceptance/commitment. Both social skills training and acceptance and commitment training reduce aggression signs in adolescents so these two treatment models help adolescents avoid non-adaptability and improve the individual, family and academic performance of adolescents suffering from aggression. Also this ability is transferrable to a variety of social situations.

Birth weight is a major indicator of infant health. Infants with low birth weight face high risk of disability and a number of other medical and psychological problems more than infants with normal weight birth. Given the importance and the role of low birth weight in the mortality and morbidity of neonates and the costs of care, the aim of this research was to investigate the role of biological - environmental characteristics of pregnant mothers on Birth weight. The study employed a Causal-comparative design. The study population consisted of all mothers who gave birth in Quechan-Iran from October 2015 to September 2016. The sample consisted of 70 infants, who were selected by convenience sampling from population.  Criteria for participation in this study was to give birth to infants born alive with birth weigh less than 2500 gram and exclusion criteria was incomplete questionnaires by mothers. The data was gathered by a questionnaire. A number of statistical procedures including ANOVA and Chi square tests were used to test the research hypotheses. Finding of Fisher test showed that history of abortions during pregnancy had significant difference on weight of birth in infants (P>0.001 ), The weight of infants with mothers who had not history of abortions during pregnancy were more than weight of infants whose mothers had history of abortions during pregnancy. Finding of Chi square test showed that history of high blood pressure during pregnancy had significant difference on weight of birth in infants (P>0.001). On the other hand, The weight of infants with mothers who had not a history of high blood pressure during pregnancy were more than weight of infants whose mothers had history of high blood pressure during pregnancy. The results of chi square test showed that history of trauma during pregnancy had significant effect on birth weight (P>0.001). The weight of infants with mothers who had not a history of trauma during pregnancy were more than weight of infants whose mothers had  a history of trauma during pregnancy. The results showed factors associated between low birth weights were history of high blood pressure and a history of trauma during pregnancy. Thus, the etiology and identification of biological factors associated with low birth weight is recommended.

Social or performance situations where the individual is exposed to possible scrutiny from others (American Psychiatric Association, 2013). It is recognized as a prevalent, complex, and disabling disorder that, if left untreated, is unremitting. Adolescents with SAD show impairments in academic performance and general mental health. These difficulties are often compounded by a high degree of comorbidity with other mental disorders. Negative outcomes of this disorder are higher and more pervasive in adolescents than in children and adults. Given the high prevalence and impairment associated with this disorder, a number of psychotherapies have been attempted to improve the understanding and treatment of SAD. ACT is part of the third wave of cognitive behavioral therapy (CBT), and focuses on the context and function of the psychological phenomena which has evolved from experimental work regarding the influence of language on behavior and is, in part, informed by Relational Frame Theory. ACT is a trans-diagnostic therapeutic approach that conceptualizes psychological suffering as primarily a function of attempts to avoid unwanted private experiences (experiential avoidance) and /or contingent reduction in personally-meaningful pursuits. ACT aims to reduce experiential avoidance (in the service of increasing values-consistent behavior) by fostering psychological flexibility – “the ability to contact the present moment more fully as a conscious human being, and to change or persist in behavior when doing so serves valued ends”. Within ACT, psychological flexibility is conceptualized as a product of six distinct but interrelated sub-processes: acceptance; diffusion; self as context; present moment awareness; values,   committed action. Consistent with ACT theory, psychological flexibility has been found to mediate important therapeutic outcomes, with higher levels of psychological flexibility being associated with lower levels of psychological distress and improved quality of life. Several studies had found that individuals with social anxiety disorder had lower level of flexibility and more experimental avoidance. It seems that interventions for increasing psychological flexibility may resulted in reducing social avoidance and improve in social anxiety signs. Thus, the purpose of this study was to investigate the effect of Acceptance and Commitment Therapy (ACT) on social anxiety of female high school students in Kashan city. This quasi-experimental research was conducted with pre-posttest design with control groups. The population consisted of all female students with a diagnosis of social anxiety who received counseling from the psychological services centers in schools, Convenience sampling was used to recruit 30 students with social anxiety Disorder. The participants were randomly divided to an experimental and control group. All patients were assessed by Jerabek social anxiety scale at pre and posttest. The experimental group received 8 sessions of Acceptance and Commitment Therapy (ACT). Analysis of covariance at posttest stage, showed a significant improvement in the variable in the experimental group (p<0.05). According to the findings Acceptance and Commitment Therapy (ACT) is an effective method for reducing signs os social anxiety in female high school students with social anxiety disorder.

Approximately 5-6% of school-aged children suffer from developmental coordination disorder (DCD), which is a neuromotor disability in which a child’s motor coordination difficulties significantly interfere with activities of daily living or academic achievement. These children typically have difficulty with fine and/or gross motor skills, with motor performance that is usually slower, less accurate, and more variable than that of their peers. The types of difficulties children with DCD experience have been well-documented. Self-care challenges include difficulty with dressing, managing buttons and zippers, tying shoelaces, using a knife and fork, and toileting. Difficulty with school related tasks can negatively impact academic achievement, e.g., copying, drawing, painting, printing, handwriting, using scissors, organizing, and finishing work on time. Physical education can also be affected, as children with DCD have trouble throwing, catching, or kicking a ball, running, skipping, and playing sports. Despite average or above intelligence, children with DCD have poorer school outcomes than peers. Beyond the motor domain, children with DCD can experience significant secondary emotional and mental health concerns, e.g., low self-worth and self-esteem, high rates of anxiety and depression and emotional/ behavioral disorders. Thus, DCD has far-reaching effects in multiple domains “with considerable consequences in daily life”. DCD often co-occurs with other developmental disorders, most commonly attention deficit hyperactivity disorder (ADHD). Up to 50% of children with DCD have been shown also to meet criteria for ADHD. Attention is a set of excellent cognitive and meta-cognitive abilities that contribute to daily living or academic achievement. Lack of attention in children with DCD affects performance. A variety of different treatment approaches for DCD exist. Perceptual – motor activities is one of approaches for the treatment of DCD. Since that games can increases the attention of children with DCD, the aim of this study was to investigate the effectiveness of cognitive movement games on the extent of attention (selective attention, sustained attention, divided attention and shifting attention) of children with coordination disorder. The study employed a pretest-posttest control group quasi-experimental design. The population consisted of all first-grade girls with DCD in Isfahan in the 2013-2014 school year. In order to conduct this study 30 children with developmental coordination disorder were recruited through to a multi-stage random sampling. The participants were randomly assigned to experimental and control groups in equal numbers. The research instruments were Conner’s questionnaires and DCD Q questionnaires. Finally, the experimental group received 16 sessions of Perceptual motor games-based intervention. Analysis of Covariance (ANOCVA) was used to test the research hypotheses. The results showed that early interventions based games perceptual – motor is effect on Amount of attention (selective attention, sustained attention, divided attention, shifting attention) in children with developmental coordination disorder (p>0.01). Considering the importance of the role of attention in the learning and educational achievement of children, especially children with developmental coordination disorder, it is desirable that the diagnosis and intervention take place as soon as possible and the interactions of perceptual motion games indirectly accompanied by joy and attractiveness he does.

Expanding opportunities and enhancing the quality of life of children and young adults with disabilities and their families is a challenging task. An increasing number of parents are refusing to enroll their children at special schools. Due to the necessity of personal and marital life and the importance of improving the lives, families with children with special needs, this study examines the effect of acceptance and commitment therapy on caregiver burden and marital stress of mothers of children with special needs. The study employed a two group pre-test post quasi-experimental design. The study population consisted of all married women in Zahedan with a least one child with special needs. Convenience sampling was used to recruit 30 participants. The participants were randomly assigned to experiment and control groups in equal numbers. The research instruments were Family Burden Interview Schedule (FBIS) and Marital Stress Scale (MSS). The experiment group received Acceptance and Commitment Therapy in ten sessions each lasing 45 minutes. Multivariate Analysis of Covariance (MANCOVA) was used to test the research hypotheses. The results showed that a significant impact of acceptance and commitment therapy training (P<0.05) on marital stress and caregiver burden.  Also, the effect size and power strength were 0.68 and 0.95 for caregiver stress scores and 0.77 and 0.93 for marital stress scores, respectively, which show that the effect of treatment based on acceptance and commitment on the amount maternal stress and marital stress have been remarkable and strong. Marital stress and psychological stress can result from the lack of acceptance, consciousness or non- commitment and avoidance of conflict and insincerity. So group training therapy based on acceptance and commitment may improve the lives of families with special needs.

Intellectual disability refers to a degree of general intelligence activity that is significantly and substantially less than the average population, which is associated with deficits in adaptive behavior. Roughly 1–3% of individuals worldwide are characterized as such. Children with intellectual disabilities (ID) exhibit numerous impairments in different domains of functioning. Alongside impairments in cognitive, social and adaptive behaviour, they also report lower levels of physical fitness at all stages of life. Furthermore, numerous researchers have reported lower performance on standard fitness tests for the assessment of strength, endurance, flexibility and motor coordination, cardiovascular endurance in persons with ID. Individuals with intellectual disability often have problems with balance and strength. The study employed a two group pre-test post quasi-experimental design. The study population consisted of Children with intellectual disability in Khorramabad-Iran. Convenience sampling was used to recruit 24 participants. The participants were randomly assigned to two experiment and one control groups in equal numbers. The research instruments were a demographic questionnaire and Ulrich test (TGMD-2). Family Burden Interview Schedule (FBIS) and Marital Stress Scale (MSS). The Experimental groups received 10 weeks of training. Shapiro Wilks test was used to test the research hypotheses. The results showed that both experimental groups in locomotor skills were significant better than control group. And there was not any statistical difference between two experimental groups (p<0.001). Selected motor program and Spark programs can improve fundamental skills of children with Intellectual Disability.

Each person has a certain tolerance to stress in certain times and conditions. When that exceeds the person's power, it will inevitably lead to mental and emotional disturbances. One of the stresses that causes a lot of stress is the stress of a disabled child, which can have long-term effects, and puts the family's underlying foundations at serious risk. Women are exposed to two large groups of stress, that is, stress due to biological identity and stress arising from professional responsibilities. Reproductive activity is the basis of women's stress syndrome and the other source of stress in women is the professional and home-based responsibilities including taking care of the elderly, children and children with special needs in this category. Therefore, mothers of children with special needs experience more stress than mothers of normal children. Increasing the level of parental stress affects parents' ability to care for children, which has negative consequences for the child. Therefore, the purpose of the research was to assess the relationship between distress tolerance, helplessness and fundamental recognition in the scheme of mothers of children with mental disorders and mothers of children with physical disabilities. This study was descriptive and of comparative type. The study population consisted of mothers of children with mental disorders and mothers of children with disabilities and mental disabilities under the auspices of welfare rehabilitation centers and clinics. The sample consisted of 124 participants (62 mothers with mental disorders and 62 mothers with disabilities and mental disabilities) who were selected by random sampling. The criteria for entry into the study were: Having a psychiatric disorder in children with mental disorders, ages 19 to 45, congenital disabilities in disabled children, having at least one healthy child in the family. Exit criteria included: divorced families, families with only one child, family with more than one child with mental and physical disorders. The research instruments were the CERQ-P questionnaire and emotional schema questionnaire (ESSP). Multivariate analysis of variance (MANOVA) was used to analyze the data. To implement the ethical interventions in this study, the ethical codes proposed by the Iranian-American Psychological Association (2003) and the organization of the system of psychology and counseling of the Islamic Republic of Iran (2006) were considered. In order to compare the two groups of participants in cognitive emotion regulation strategies, multivariate analysis of variance (MANOVA) was used first. The result of the Mbox test showed that the covariance matrix of the dependent variables in the groups is identical and multivariate analysis of variance can be used. The results of the multivariate test of Wilkes' landlord were significant (p=0.001). The significance of this test shows that there is a significant difference between cognitive emotion regulation strategies between the two groups, but this does not indicate which groups differ in which strategies. For this purpose, one-way analysis of variance was used. The results showed that in the strategies of cognitive regulation, blame, disaster, blame and evaluation, the average scores of mothers of children with mental disorders are more than those of mothers of disabled children. On the other hand, in the compromise strategy, unrealized rumination and positive re-focus, re-focus on planning, positive re-evaluation mothers of children with mental disorders  got higher scores (p=0.001). Mothers of children with mental disorders and disabled children often use such maladaptive strategies as cognitive emotion regulation strategies and emotional schemas in order to manage emotions, which can put them at risk of mental problems and conflicts.

In many developed and modern countries, every year obesity has imposed costs and expense to the countries health system and inconvenience and difficulties for people; in modern societies, these concerns are not limited to specific age, social level or races. According to statistics by the World Health Organization (WHO), about 10% of 5 17-year-old school children are overweight, and 3% of them are obese. In the US, this number is roughly 33% (10% obese) and, in Europe, it is 20% (4% obese). Nowadays, obesity in children is considered one of the most critical health problems that European countries are dealing with, mostly in Italy, Greece, and Spain. Based on literature obesity in childhood has caused the most damage to southern European countries. Moreover based on a report from Asian and Middle East countries, the issue of being overweight and obese turned out to be a global problem so that, in the past years, a massive increase in the number of overweight children population has been reported. Iran, as a fast developing country confronting the increasing phenomenon of urban living and industrialization, the prevalence of obesity among children has increasingly been raised more than the expected percentage in recent years. The percentage has increased by population growing old. As such, prevailing rate of 17% epidemic of overweight and obesity at the beginning of primary school has made Iran correspondent with the big cities in Europe. Among the reasons of rapid overweight growth is the nutrient transition that Iran experienced from the 1990s onward and then it confronted an increased amount of received energy and decreased physical activity, leading to overweight during recent years. In a study in one of the Iran’s city by Tilaki et al., in 2011, the amount of overweight and obesity epidemic among 7 12 year old children was reported, respectively, as 12.3% and 5.8% and, in another survey done at female primary school in Tehran, this amounts were reported, respectively, as 13.2% and 7.7%. Obesity and overweight have many effects on children movement patterns, so the purpose of this study was the effect of obesity on the gait patterns kinematics factors in children. The purpose of this article was to study the effect of obesity on the gait patterns kinematics factors in children. For this reason, 20 students’ boys’ age 7-9 chose based on weight –age percentile diagram from between 90 voluntaries and were classified in two normal and overweight groups. All the children were healthy and had no physical abnormality. The children’s gait was normal.  The SEKA instrument was used for evaluation weight and height and 3D motion analysis was used for measuring gait parameters such as walking speed, stride length, stride width, single support phase duration, double support and swing phase duration. A t-test was used run for data analysis. SPSS 19 was used for statistical analysis and significance was defined as p<0.05. Based on the findings of this study, with continued overloud on children’s movement system, there is no significant difference between parameters of gait such as stride length (0.075), stride width (0.325), and walking speed (0.978), while there was a significant difference in swing phase (0.004), double support (0.036) and single support (0.003) phases duration, between normal and overweight children groups. The result of the present study showed that overweight and obesity affects some of the spatiotemporal parameters in children’s gait which can cause changes in obese children gait pattern. On other hands, attention to children walking pattern, specifically the obese children, can produce more information and awareness about gait characteristics in obese children and also, it can help to solve movement problem to prevent of probability injury and next malformation. For this reason, we recommend spending more attention to obesity and overweight in children; this attention can avoid expenditure society and help to have a healthy community in the future.

Students with specific learning disorder are students who have normal IQ but have difficulty in learning some skills such as speech, reading, spelling, writing, arithmetic, visual perception, auditory perception, visual sequence memory and hearing sequence memory. Children with specific learning disorders may have problems in one or more of the following: speech and language problems, difficulty in written, reading and arithmetic. An average of about 4 percent of school-age children have specific learning disorder. In general we can say on the one hand students with specific learning disorder, have poor metacognitive skills , which in turn are negatively affected the educational progress of the students. On the other hand metacognitive skills can be taught and the family has a decisive role in teaching them. Family communication patterns have an effect on metacognitive skills of children. For this reason the aim of present study was to predict the metacognitive skills (planning, rehearsal, control and monitoring, evaluation and organization) of students with specific learning disorders based on family communication patterns. The study employed a descriptive correlational design. The population of this research included the whole students with specific learning disorder in Shiraz-Iran during school year 2016-2017.  A total of 83 students with specific learning disorder were selected by convenience sampling. The Koerner and Fitzpatrick's family communication patterns questionnaire was administered to assess the family communication patterns and Hooman, Salehi, Kooshki and Arjmand's metacognitive skills questionnaire was administered to assess the metacognitive skills. Pearson correlation and simultaneous multiple regression analysis were applied to analyze the data. The results showed that there was significant and negative correlation between conversation orientation and planning skills (p<0.05). Also there was significant and positive correlation between conversation orientation and rehearsal skills, control skills, and monitoring and evaluation skills (p<0.01). Moreover, it was found that the orientation of conformity only have positive and significant correlation with organizational skills (p<0.01). Also, rehearsal skills, control skills, and monitoring and evaluation skills were shown to be predicted significantly and positively through conversation orientation (p<0.001), but planning was predicted significantly and negatively through conversation orientation (p<0.01). It was also found that conformity orientation is only able to predict organize skills significantly and positively (p<0.001). In addition, the results showed that the conversation orientation cannot predict organizational skills and conformity orientation cannot predict planning skills, control skills, and monitoring and evaluation skills. In terms of conformity was determined only organize skills was predicted positively and significantly based on conformity (p<0.01). According to the findings it can be concluded that the families of students with specific learning disorder have to provide free opportunities for their children with specific learning disorder and solve their problems and conflicts by conversation in many ways. And in a few cases through conformity orientation they can manage their children with specific learning disorder. In general, the findings of this study indicate that family communication patterns can predict metacognitive skills of students with specific learning disabilities.

Today, Mental Health is one of the main criteria for evaluating the health of a society and undoubtedly plays a significant role in the progress and effectiveness of it with this background, the aim of this study was to examine the role of religious orientation and hardiness with mental health among students. In order to evaluate the research hypotheses, 365 students of Islamic Azad University of Islamshahr Branch through the cluster random sampling were selected. Means of data collection were questionnaires of Hardiness, mental health and religious orientation questionnaire. For data analysis, methods of the Pearson correlation coefficient and stepwise multiple linear regression were used. The results showed there is a significant relation between internal religion orientation and mental health of students (P<0.001). There is a relation between hardiness and mental health (P<0.001). Religious orientation, and hardiness are considered as important factors in predicting students' mental health, respectively. Regression coefficient results showed that as a total these two variables predict 24% of changes in mental health. Peripheral outcomes of the study showed there is a significant difference among married and single students in terms of mental health, so that the mental health level of single students is higher than married students (P<0.001). There is a significant difference between mental health of male and female students so that the mental health level of boys is higher than girls (P<0.001). Religious orientation, and hardiness can considered as important variables in predicting students' mental health.

Self-Handicapping and lack of academic engagement correlate with procrastination and are among the problems of learners with academic failure, causing negative and unrepairable consequences for these students. Self-handicapping concept indicates that learners justify their educational failures using some strategies and by this means they obscure the relationship between educational performance and personal attributes. Also, self-handicapping leads to a reduction of emotional well-being, self-esteem, and mental motivation and even the increase in negative mood syndrome and more use of toxic drugs. The self-handicapping individuals’ strategies for overcoming educational problems focus on ignoring the situation and the negative self-concentration. Studies have revealed that the self-handicapped people have a weaker educational performance compared with ordinary people. On the other hand, educational procrastination correlates with instructional duties and has been defined as an unreasonable delay in doing educational assignments that should be done in due time. These individuals skip their educational activities for procrastination and respond to immediately required duties about their education. This causes many problems that sometimes are irreparable. The remedy for procrastination, educational self-handicapping, low educational achievement, high levels of boredom, reluctance and high educational failure is engaging students in educational activities. Academic engagement opposes procrastination and lack of participation that rely on the absence of efforts and perseverance and shows itself in the form of indifference, lack of creativity and effort, and quitting the activity, signifying negative emotions such as debilitative emotions (like fatigue, sadness, and melancholy), frustration, anger, and stress feelings (like anxiety) during the activity. According to those above empirical and theoretical bases, academic procrastination has a close and directional relationship with self-handicapping and a negative relationship with an academic engagement at the same time. However, these previous studies have focused on the reduction of procrastination and have paid less attention to other related factors such as self-handicapping and academic engagement. Most of these studies have been done on high school students, and fewer and probably less effective studies have been carried out on the university students. Moreover, the relationship between academic procrastination and self-handicapping has been explored through correlational rather than cause-and-effect the studies. Accordingly, the current research has attempted to examine the efficiency of a training package for procrastination reduction on university students’ self-handicapping and academic engagement, and it differs from previous studies in its sample, method, and purposes. This study tries to scrutinize this question that whether training package for procrastination reduction can simultaneously reduce students’ self-handicapping and enhance their academic engagement. The current study utilizes a pretest-posttest control group quasi-experimental design. The statistical population of this study included all undergraduate students at different branches of Islamic Azad University in Hamedan province with academic failure in the educational year of 1396-1397. The Islamic Azad University of Asadabad was selected as the study sample based on random sampling. Then, Procrastination Questionnaire was voluntarily filled out by 40 students with the highest procrastination scores were selected and randomly assigned into a control and an experimental group. Afterward, Jones and Rhodewalt’s Self-Handicapping Scale and Reeve and Tseng’s Academic Engagement Questionnaire were given to the participants in the two groups as the pretest. The training package for procrastination reduction was given to the experimental group for six subsequent sessions. Finally, the two groups filled out the questionnaires mentioned above as the posttest. The data were analyzed using analysis of covariance (ANCOVA). Results showed that the training package for procrastination reduction significantly lowered self-handicapping and enhanced academic engagement (p<0.001). By implementing this training package, the individuals’ motivation for doing educational activities and acquiring positive consequences and also their academic engagement will increase. This package is efficient for its multidimensionality including cognition, motivation, and behavior at the same time. To achieve this goal, students will acquire behavioral, cognitive, and emotional strategies to confront procrastination in different situations. Because of the efficiency of this training package, it is recommended for all those people who are involved in teaching and learning. Educational counselors and psychologists can also utilize this training package to help their students and clients.

A migraine, as one of the most common types of headaches with high prevalence, has a significant impact on the health of the affected person. Psychological and social problems are also common among these patients. In general, migraine patients are usually ambitious people who like to live according to the plan and are criticized for their disadvantages. These patients often respond to the failures that result from their association with the people in the form of anger and constant annoyance that will undoubtedly not be sufficiently evacuated. Persons with migraine are personally personally-minded, highly professional and have a lot of social and emotional incompatibilities. For this reason, if they fail, they can create problems for themselves and others. Some migraine susceptible people appear calm and relaxed, while the hidden anger and incompatibility may be due to their inability to do the work to the desirable perfection under their calm appearance. Accordingly, attention to their compatibility is essential. The purpose of this study was to evaluate the effectiveness of group anger management training on the increase in social and occupational compatibility of a migraine suffering people. This study was a semi-experimental and pre-test-post-test with the control group — all patients with a migraine who were referred to the clinics in Yazd. Selection of research sample with available sampling method included 60 of these subjects. They completed a questionnaire on anger control, and 30 of them were randomly selected. They were divided into two groups: experimental group (15 people) and control group (15 people). Then, eight sessions of two hours of training on anger management skills were performed for the experimental group, and the control group did not receive any training. The data obtained from the pre-test and post-test were analyzed by measuring the Bell's compatibility questionnaire (1961) with one-way covariance analysis. Results showed that the experimental group compared to the control group, a significant difference regarding social adjustment and technical adjustment (p< 0.05), and anger management training has affected social and occupational compatibility. According to the findings, group anger management training can improve the social and occupational compatibility of migraine patients. It can be said that anger management training helps individuals to recognize their psychological causes of their negative emotions and their sense of instinct, thus enabling them to master themselves in confronting challenging situations. Also, by the appropriate expression, promote self-esteem and their psychosocial function, and subsequently promote their social and occupational advancement. In this regard, it can be said that when anger is out of control and destructive, it can lead to problems in work, interpersonal relationships, and overall quality of life. Anger Management training teaches people how to self-regulate and develop emotional management skills regarding behavioral skills and psychosocial function. Individuals, through engagement in the anger management training program, can learn the skills they need while undergoing cognitive reconstruction and, by enriching their behavioral creature, they can show adaptive responses in different situations. Therefore, psychologists and counselors are advised to use anger management intervention in working with these people.

Generalized anxiety disorder (GAD) is an anxiety disorder characterized by excessive and unreasonable worries about everyday event and activities.   In general, anxiety disorder has a more chronic course than a panic attack, and can last for months. The prevalence of anxiety disorders in women, in general, is twice that of men. The 12-month prevalence of generalized anxiety disorder in adolescent and adult in the American public community is 9 percent and 9.2 percent respectively. The risk of developing a lifespan of 9.9% is estimated. The main difference that can be seen in different categories of patients is the concern of the individual. Children and adolescent are more concerned about school and sports issues, while older people are more concerned about family health and physical well-being, so it seems that the content of an individual's concerns is appropriate to his or her age. The severity of the symptoms in younger adults is higher than in older adults. The purpose of this study was to determine the effectiveness of acceptance commitment therapy on rumination and well-being of adolescent with generalized anxiety disorder. Rumination is defined in psychology as the necessary focus of one’s attention on the symptom and cause of distress.  And the consideration of its reasons and its results rather than focusing on its solution. The similar rumination is a concern, with the difference that rumination focuses on bad feelings and past experiences, while worries about the potential for adverse events in the future Acceptance commitment therapy is a form of counseling similar to cognitive-behavior therapy. It is an empirically-based psychological intervention that uses acceptance and mindfulness strategies mixed in different ways. With commitment and behavior-change strategies, to increase psychological flexibility. The approach was initially called comprehensive distancing. As begun in 1982 by Steven C. Hayes and was first tested by Robert Zettle in 1985, but was built out into its modern form in the late 1980s. There are a variety of protocols for ACT, depending on the target behavior or setting. The method of this study is a quasi-experimental type with pre-test and post-test. That 40 male students with a generalized anxiety disorder are selected randomly and are considered randomly and evenly in experimental and control groups. Treatment has been performed in 12 sessions through 1-hour session over three months on the experimental group. To collect data, researchers there have been used generalized anxiety questionnaire (2006), psychological well-being questionnaire of Ryff (1980) and rumination questionnaire (Nollen Hoeksema, 1991). Generalized anxiety questionnaire is easy to use the 7-item instrument, based on DSM-IV criteria, for identifying probable GAD cases. It has excellent psychometric properties, is easy to administer and does not involve any burden for the patient or the clinician. Carol ryff develops ryff psychological well-being. Carol Ryff has conceptualized psychological well-being as consisting of 6 dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance.  Nolen-Hoeksema of rumination questionnaire is a self-report measure of rumination that has 22 items and excellent psychometric properties. The result shows that acceptance commitment therapy can increase psychological well -being and reduce rumination. The mean for psychological well-being in the experimental group was 306.60 in pretest, and in post-test it was 348. While in the control group it was 326.75 in pre-test and 318.35 in post-test. Covariance analysis shows that there is a significant difference between two groups (P<0.05). Also, the result shows that the mean of rumination in the experimental group was 60.60 in pretest and 41.15 in the posttest. While in the control group it was 47.10 in pretest and 47.55 in the posttest. In acceptance and commitment therapy, participants are encouraged to improve their commitment to have a healthier, better life, this also includes behavioral strategies when faced with negative thoughts and emotions. Therefore, acceptance and commitment therapy can improve psychological well- being and reduce rumination, for this reason, the use of this treatment was recommend to psychologist and counselors.

Memory, its improvement, weakness, error and/or interference have always been attractive issues. Humans have always been trying to improve their memory.  Since people rarely forget the memory of the events related to feelings and emotions, it is distorted less than the memory related to neutral information. Some people may even remember things that have never really happened; it is a false remembrance or recognition. A survey on the impacts of emotional loads on people’s memory clearance indicates that not only does the emotional content lead to memory improvement, but also emotional-laden words increase the possibility for people to remember the words’ specific features. Emotional items are better remembered and easily organized because they are more connected conceptually. These conceptual connections improve success of remembrance. Emotional load suggests a high level of familiarity and relation. Emotional information is open to semantic intensity more than neutral information is. So emotional items are processed more deeply and more richly than neutral ones. This fact can, in turn, lead to an increase in the quantity of relational process and a decrease in the quantity of discriminability of emotional items, thus increasing false remembrance. So prioritization of emotional items in real memory may be related to an increase in the quantity of differentiation and conceptual connections. Studies applying neuropsychological methods have confirmed that children suffering from learning disabilities are not capable enough in semantic processing and decoding of the texts read. There have been many investigations indicating a memory deficiency in these people and diverse methods have been used to help them solve memory problems. So the present research has been conducted to compare emotional false memory in children with dyslexia and the ones without it. Causal-comparative method has been used in this research. The research has involved two groups of third grade girl students in the city of Qom. The first group included ordinary students and the second was comprised of students with dyslexia under instructions in learning disorder centers. Using convenience sampling, two groups of fifteen students (fifteen ordinary students and fifteen students with dyslexia) were chosen from all four districts of the city. Statistical criteria used to answer the questions include arithmetic mean, standard deviation and T test. Tools used include Deese–Roediger–McDermott (DRM), with 80% multiplier in remembrance test and 85% multiplier in recognition test, reading disorder test which reliability has been reported by Cronbach’s alpha criterion, and Raven’s IQ test which stability has been between 83% and 93% in different studies. In most dimensions of false remembrance and recognition, students without dyslexia got a higher arithmetic mean. Arithmetic mean of scores related to the emotional words’ remembrance and emotional words’ false recognition in students without dyslexia was higher than the ones with dyslexia; there  was a statistically meaningful difference between them (P=0.001, P<0.05). Due to the findings, it is indicated that children suffering from learning disability have memory deficiency but emotional load may make semantic relation between words and increase recognition error. The method is suggested to improve and recover memory.

Reading and writing compulsion disorder is a type of compulsion which its main characteristic is rereading and rewriting. This disorder is experienced with a strong need for reading and rewriting during reading and writing. This type of reading and rewriting is different from frequent repetition which healthy persons do during reading and writing. The study method of students with text and writing compulsion disorder is extreme and exaggerated. Repetitive reading, doubt in learning the read concepts, continuous return and elongation of the time for determining the courses, as well as writing subject matters, again and again, consecutive clearing their writings are some symptoms of reading and writing compulsion disorder among the students. The persons affected by this disorder attempt to resist these exaggerated activities or delay them but they often surrender against the inclination to perform it. The adverse effect of reading and writing compulsion on the academic performance of students is significant. These effects include slowness in reading and writing activity, reduction of concentration, reduction of academic motivation and finally; Academic Procrastination. Besides increasing the academic problems, this disorder causes emotional and social issues in students. Of course, despite such vital effects, considerable activity has not been performed so far in respect of the study of the prevalence rate of reading and writing compulsion among Iranian students. It is evident that the appropriate and comprehensive statistical information about the prevalence of reading and writing compulsion disorder is the first practical step for on-time recognition of such students and the appropriate therapeutic interventions for prevention, treatment, and reduction of its side effects. Accordingly, the present research aimed to study the Prevalence rates of reading and writing compulsion and its relationship with the demographic characteristics of the students. This research was a descriptive-analytical study which was performed cross-sectionally. Statistical population of this research included all high school students of Babol city during the academic year 2017- 2018. Out of this number, 398 students (229 boys and 169 girls who were studying in tenth (159 persons), eleventh (154 persons) and twelfth (85 persons) grades) were selected through relative stratified random sampling as the sample. In this study, the measurement tool was the researcher- made questionnaire of demographic characteristics and reading and writing compulsion scale (Emamgholizadeh, 2017). Reading and writing compulsion scale has 18 items with four subscales including rewriting, rereading, Perfectionist Slow reading and Over close reading. The minimum score obtained in this scale is 18, and the maximum score is 126 with the cutting score of 82. This scale enjoys the appropriate construct validity, and its reliability was 0. 84 using the Cronbach alpha coefficient. After extraction, research data was analyzed using the descriptive statistics parameters and chi-square test in SPSS software version 24. Also, the significance level was considered (P<0.05). Demographic data showed that mean and standard deviation of the age students participated in this research was 16.67 ± 0.89. 398 students answered the reading and writing compulsion scale. Out of them, 86 persons obtained a score higher than the cutting point. Therefore; in this research, 21.60% (%95 CI: 17.48, 25.73) of the students had the reading and writing compulsions. The prevalence rate of reading and writing compulsions in the whole boys was 20.52% (%95 CI: 15.18, 25.86) and in the whole girls, it was 23.08% (%95 CI: 16.59, 29.56). The result of chi-square test showed no significant relationship between the gender, education level of mother, education level of father, the order of birth, residential place (urban/ rural) and reading and writing compulsion disorder, but there was a significant relationship between the educational grade (P= 0.024) and the age (P= 0.024) with reading and writing compulsion disorder of student. Finding of this research were high in respect of the prevalence rate of reading and writing compulsion symptoms (21.60%) and remind the necessity of paying attention to disorder at the school’s level. It is hoped that screening, on- time diagnosis and timely action for treatment of the students affected by this disorder using the trained counselors and psychologists at the school’s level will be addressed by the authorities.

Learning difficulties can cause negative consequences such as poor social competence and self-esteem in primary school students. Learning problems and disorders are not only related to negative academic results, but they can also negatively affect the mental health and emotional well-being of primary school students. It is worth noting that attention to educational problems and psychological matters of primary school students is necessary to prevent problems in the future. Previous studies and research literature shows that resilient training is an effective strategy, which can result in the empowerment of children. Thus, the current research aimed to investigate the effect of resiliency training on social competence and self-esteem of students with learning disabilities. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 513 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2016-2017 school year. Of these, using convenience sampling and considering the requirements of the research project, 153 students were short-listed in the first stage. Then, based on the recommendations of previous research, 34 students after the diagnosis of learning disability were selected by psychologists of Bushehr Educational Disorders Center and also a structured clinical interview. They were randomly assigned to two experimental and control groups (in each group of 17). Then, an independent variable (Resilient training) was applied to the experimental group. In the implementation of research after justification and satisfaction of parents of children, the groups were matched with intelligence and other demographic features (such as socioeconomic status, educational facilities, parental education level, etc.). The research tools consisted of Coopersmith’s Self-Esteem Questionnaire (1967), Fellner et al.’s Social Competence Scale (1990), Wechsler's Children's Intelligence Scale, and the Clinical Interview and Resiliency Curriculum of Schwanker et al. (1991). While the experimental group went through 9 sessions of 1.5 hours twice a week, the control group did not receive any training. Repeated measure ANOVA was used to analyze the data through SPSS software version 22 To analyze the variance for repeated measures, we examined the assumptions of this test. Kolmogorov-Smirnov test results showed the normality of the distribution of scores on both research instruments (p>0.05). Mauchly’s Test of Sphericity test results confirmed the equality of variances assumption (p>0.05). The mean of the social competence variable for the control group in the pretest was 16.18, in the post-test, 16.91 and in the follow-up period, was 16.81, and for the experimental group in the pretest, 17.22, in the post-test, 35.46, and the follow up was 35.53. The mean of self-esteem in the control group was 26.27 in the pretest, 27.19 in the post-test and 27.43 in the follow-up phase, and for the experimental group in the pretest 25.19, in the post-test 45.18 and in the stage the follow up was 45.92. The results showed that the F-value in the social competence variable was significant at p<0.001, and considering that the mean of the experimental group in the social competence variable was higher than that of the control group in the post-test and follow-up stages. Also, the findings showed that the value off in the self-esteem variable was significant at the level of p<0.001, and considering that the mean of the experimental group in the self-esteem variable was increased in comparison with the control group in the post-test and follow-up stages. In sum, the results showed that resilience training had an impact on the social competence and self-esteem of students with learning disabilities (p<0.001) and this effect remained stable during the two-month follow-up phase (p<0.001). Since resilience training helps improves individuals’ interactions with peers and increases their resiliency, such training can be utilized as an effective interventional method to develop social competence and self-esteem of students with learning disabilities. The results of current research are consistent with other conducted studies. In other words, children who have a high general resilience, both children and their parents have a favorable opinion on learning problems and less likely to feel a negative impact on their communication.

Intellectual and developmental disability is widely recognized as one of the most common disabilities. Most professionals rely on criteria from the American Psychiatric Association (APA), Diagnostic and Statistical Manual Disorders, Fifth Edition (DSM-5), to determine whether an individual has intellectual and developmental disabilities. Intellectual and developmental disability is characterized by significant limitations both in intellectual functions and adaptive behaviors as expressed in conceptual, social, and practical adaptive skills. This disability originates before 18 years old. Children with intellectual and developmental disabilities have limitations in cognitive function and deficits in their skills in several areas such as friendships, emotion, cognitive, motor, psychosocial, language, and specific activities. Limitations in social skills is a common characteristic in children with intellectual and developmental disabilities, since intellectual and developmental disabilities effects on cognitive development as well as behavior skills. Unfortunately, the negative social status experienced by children with intellectual and developmental disabilities is difficult to overcome and is usually long-lasting. Adding to their socialization problems, many children with intellectual and developmental disabilities also have behavioral problems and social difficulties with their parents, siblings, and teachers. The enduring nature of social reaction easily leads to social isolation. It seems that play therapy could reduce the behavioral problems of children with intellectual and developmental disabilities. The play is one method for treating children with intellectual and developmental disabilities because these children are often facing with main behavior problems. In recent years, intervention results of children with intellectual and developmental disabilities have been examined in many studies. One of the effective interventions for this group of children is intervention based on play therapy. In some clinical trials and different studies have been measured the effectiveness of an intervention based on play therapy on the problems behaviors in children with intellectual and developmental disabilities. Pay attention to that results of these researches are different. Therefore, the use of meta-analysis in this area is necessary. The purpose of the present study was to investigate the rate of the effect size of the efficacy of an intervention based on play therapy on the behavioral problems and social skills of children with intellectual and developmental disabilities. This meta-analysis research aimed to determine the effectiveness of an intervention based on play therapy on the problems behaviors in children with intellectual and developmental disabilities in Iran. The present research was a meta-analysis study. Before effect size of mean difference analysis, to determine the decision tree model was used PRISMA method. So, at this research by using a technique of meta-analysis to integrate the results of different studies, to determine the effect size of intervention based on play therapy. 11 studies of 18 studies were done in Iran, published at SID, IranMedex, IranDoc, Google Scholar and Magiran during 2001-2018 and accepted pay attention to inclusion and exclusion criteria and also methodology were collected and analyzed through meta-analysis. The research tool was a meta-analysis checklist. The effect size of each research calculated with having mean, variance and standard deviation of the group. For descriptive information was used meta-analysis checklist and for analyses of data was used effect size technique. For assessment of publication bias was used funnel chart, for assessment expected confidence rate was used number fail-safe and for investigation of the heterogeneity of effect size was used Q Cochran’s test. Data were analyzed through the descriptive statistics and studies effect size using comprehensive meta-analysis (CMA) software. The study findings showed that the effect size of mean difference intervention based on play therapy on the problems behaviors was 0.61 (p≤0.001) which according to Cohen’s table was high. Findings of this meta-analysis research support of the effectiveness of an intervention based on play therapy on the problems behaviors in children with intellectual and developmental disabilities. Therefore, intervention based on play therapy can reduce behavioral problems and improve the social skills of children with intellectual and developmental disabilities. Then, it is recommended that planning play therapy for children with intellectual and developmental disabilities receives serious attention. It seems that the educational programs based on play therapy can be used as a method for a decrease of behavioral problems of these children in training centers such as schools.

Cerebral palsy is the most common sensory-motor disorder that causes movement restriction. This damage is caused by a problem in brain developing period, during embryonic or childhood that can lead to functional disabilities and limited participation. The motor damage is mainly unilateral; upper limb is one of the most common abnormalities that result from cerebral palsy. These disorders affect the function of the upper limb and limit it. Children with cerebral palsy are more likely to have problems with their normal peers due to lack of proper sensory experience and impaired movement that is imposed on these children in many manual skills and motor functions. The importance of hand functioning is essential for the conduct of life and any disorder can create major problems for these children and ultimately adversely affect all aspects of their development. Therefore, the application of training protocols that can help restore performance is important. The purpose of this study was to survey effect of sensorimotor training on the moving capability of hand in students with cerebral palsy of spastic hemiplegia. In this quasi-experimental study, 30 students of the cerebral palsy center of Kermanshah (west of Iran) were invited to the study. A total of 30 gestational pupils from 8 to 12 years with spasticity were selected by available sampling method. Participants after receiving permission from of authorities and parents written consent, subjects were selected to implement the project. Participants were then randomly divided into two groups of 15 subjects. Box and block test were used to measure hand motion. This test is time-dependent and the score for this test is based on the number of displaced cubes in 1minute. The exercise program included a sensory and motor part that lasted for 8 weeks and each week for 3 sessions and 60 minutes each session. Data analysis was performed by SPSS software version 22 and through independent sample T tests to compare the out-of-group and paired sample t test to compare intra-group at alpha level less than 0.05. After performing simultaneously, sensory-motor exercises, the motor function of the upper limb significantly improved (p ≤ 0.05). The mean change in the experimental group was from 11.53 ±8.03 to 15.80± 7.58 and in the control group was 10.73± 5.73 to 10.93± 5.72. Results showed a significant difference between two groups in motor capability p=0.047. Results of the study showed that the progress of these children in motor ability demonstrated the fact that they hada growth potential if they developed sensory-motor experiences. The importance of the hand in maintaining of independence and development of other skills in children and the important role of these skills in the interaction of the child with context of the proposal, it suggests that sensory-motor exercises can lead to improved hand functions in life and increase the independence of these children. Therefore, in order to improve the motor function of hands in children with cerebral palsy, spastic hemiplegia is better than simultaneous motor and emotional exercises.

Childhood obesity is one of the epidemic problems in the whole world, affecting many aspects of children’s lives. According to evidence, high body mass index (BMI) is associated with the prevalence of cardiovascular diseases, type 2 diabetes, hypertension, and poor physical condition. One of the important factors causing a change in lifestyle to control weight, is the awareness of the weakening effects of overweight and obesity. The aim of this study was to compare “perceived competence” and “competency in performing motor skills” between three groups: normal-weight children, extremely slim children, and overweight and obese children. The research method was descriptive and of a causal-comparative type. The statistical population of this study was 460 10-year-old students residing in Isfahan City. We used a cluster sampling method to select this sample from among the students of two girls' schools and two boys’ schools located in District 3 of Isfahan City. There were respectively 200 and 230 10-year-old girls and boys in these schools, out of which we assigned 34 to the extremely slim group, 42 to the normal group, and 20 to the overweight and obese group. After completing the administrative procedure and getting necessary coordination done with the Isfahan Province Directorate-General for Education, and after the children’s parents completed the consent form and the children consented to their participation in this research, we were allowed to start our activities in these schools. First, we measured each participant’s height without shoes using a Seca stadiometer with a precision of 0.1 cm, and their weight with minimal clothes using a digital scale with a sensitivity of 0.1 kg. Based on the body mass index (BMI; the body weight in kilograms divided by the square of the body height in meters) and using international standard reference tables (IOTF), we classified the children into three categories: extremely slim, normal-weight, and overweight and obese children. According to the results, 20 subjects fell in the overweight and obese category, 42 in the normal-weight category, and 34 in the extremely slim category. We selected all 20 children who had fallen in the overweight and obese category. Fundamental motor skills were measured using The Test of Gross Motor Development (TGMD-2; Ulrich, 2000). This instrument contains twelve fundamental motor skills, which are categorized into two groups: Locomotor skills and object control skills. The locomotor skills group is aimed at evaluating gross motor skills that require coordination between body movements and the child’s movement. The object control skills group measures children’s general ability in manipulation skills. The running, trotting, hopscotch, leaping, precision jump, and sliding tests evaluate locomotor skills. Object control skills include the batting, dribbling, catching, kicking, overhead throw, and an underarm roll of a ball. We calculated the internal consistency reliability coefficients to be 0.78, 0.74 and 0. 80 on average for the movement score, the object control score, and the total score, respectively. We used Ulrich's test, and calculated the test-retest reliability coefficient to be ranging from 0.65 to 0.81, and the internal reliability of the scoreboard to be above 0. 95. We used Harter's scale (1985) to measure the children's competence perceived by children and parents. And we calculated the Cronbach's alpha coefficient to be 595% for self-perceived education, 557% for self-perceived behavior, and 692% for overall self-perception. The data showed that the fundamental motor skills of overweight and obese children, in the movement section and in total, were below those of extremely slim and normal-weight children, (p<0.01) but they were not different in the manipulation section. No significant differences were observed in the perception of children and parents about children’s competency in performing motor skills either. Although the motor skills of overweight and obese children were below those of extremely slim and normal-weight children, their parents and the children themselves did not perceive any differences between themselves and the other children in performing motor skills, and they did not, in fact, have a correct perception of motor competence. Accordingly, one of the ways to control weight is perhaps to give a correct perception of weight status and competency in performing motor skills, to parents and overweight and obese children.

The term "learning disorder" describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. One type of the learning disorder is dyslexia. It is a specific learning disability in reading. Dyslexic children have trouble reading accurately and fluently. They may also have trouble with reading comprehension, spelling and writing. This study was aimed to investigate the effect of cognitive and metacognitive strategies on reading performance and academic self-efficacy in dyslexic boys. A two group pretest-posttest quasi-experimental design was used in this study. The study population included all male students with reading disabilities of third and fourth grades in primary school in the school year 96-1395 of Tehran.  Multi-stage cluster sampling was used to recruit 40 students with reading disorder. The participants were assigned to experimental and control groups in equal numbers. The research instruments were the Wechsler Intelligence Scale for children and Bandura's academic self-efficacy questionnaire. The experiment group received 10 sessions of Cognitive- metacognitive strategies training. Cognitive strategies included: Strategies to repeat or review: repeated recitation, repeated coding, repeating key terms aloud, retelling stories, underlining the contents, memorizing the easy content and annotations, highlighting the key words, marking and transcription the difficult subjects. Strategies for developing and making meaning: the use of intermediaries, imagery, locations, keyword, using the acronym for the easy content and notes, analogy, summarizing, applying the learned material. Metacognitive strategies included: strategic planning: Determining the purpose of study, predicting time to study and learn, determining the speed of study, analyzing how to deal with the subject of learning, selecting cognitive strategies. The results showed that the experimental and control groups performed differently on the components of reading performance (error, understanding and speed) and self-study group after testing. Cognitive and metacognitive strategies instruction improves the reading performance and academic self-efficacy in students with dyslexia. So, based on the findings of this study, it can be concluded that intervention based on the cognitive and metacognitive strategies improves the reading performance of dyslexic children.

Major depressive disorder (MDD) and bipolar disorder (BD) are among the world’s major mood disorders with around 6.7 percent of the world population suffering from the former and one percent from the latter. The purpose of this study was to compare personality traits in patients with type 1 bipolar disorder and major depressive disorder and their normal peers. This research employed a causal-comparative design. The study population consisted of all patients with type 1 bipolar disorder and major depressive disorder- aged 19-60 years old- who received treatment in Iran Psychiatric Hospital located in Tehran during the first half of 2012. A total of 90 participants representing individuals with bipolar personality disorder, major depressive disorder and normal individuals were recruited through convenience sampling in equal numbers. The participants in the three groups were matched for age and sex. The research instruments was Milon Clinical Multidimensional Scale (MCMI II). Multivariate analysis of variance (MANOVA) was used to test the research hypotheses. The result revealed significant differences between people with type 1 bipolar disorder and normal people in all personality traits except for the characteristics of schizoid and obsessive-compulsive features(P<0.05).  Significant differences were found between normal people and patients major depressive disorder in personality traits (P<0.05). In other words, people with major depression have periods of prolonged depression or sadness associated with social abandonment, pessimism about others and the future, susceptibility to exclusion. Concurrent bipolar disorder and personality disorders can have negative impacts on individuals including the increased risk of suicide. Research evidence suggests that suicide risk is likely to be greater in people with bipolar disorder and personality disorder. The coexistence of the personality characteristics studied in this study also has an impact on the outcome of the treatment as it affects both the response to the treatment and the severity of the symptoms. The existence of such consequences shows that the clinical presentation of patients who are simultaneously afflicted with mood disorders and personality disorder are worse than those who only show symptoms of one of these disorders. Thus, identification of the personality traits associated with each of the disorders can help psychologists to provide therapeutic solutions.

This study aims at investigating the effectiveness of Exposure and Response/Ritual Prevention (ERP) treatment on depression symptoms and experiential avoidance in female patients suffering from Obsessive-compulsive disorder. The current research is considered an applied study with a quasi-experimental method of pre- post-test with a control group. For this study, 24 women were chosen via purposive sampling and subjected to two groups of paired and trial groups of 12. It noted that both groups received medications, while the experimental group also received Exposure and Response/Ritual Prevention (ERP); hence the control group was not subjected to any additional intervention other than its usual one of medications. Experiential avoidance and depression respectively measured by Acceptance and Action Questionnaire and Beck Depression Inventory and was later analyzed, using MANCOVA. Our findings show no significant difference between the aggregate score in experiential avoidance in the experiment group (Exposure and Response/Ritual Prevention) and control group (medical treatment). According to the findings, it considered that encountering treatment method and Exposure and Response/Ritual Prevention (ERP) has no effect of experimental avoidance scores of the females who are affected with the obsessive-compulsive disorder. While revealing a significant discrepancy between pre- and post-test depression scores, it understood that Exposure and Response/Ritual Prevention (ERP) effected on reducing of the females who are suffering Obsessive-compulsive disorder. This paper aims to explore pre-post–test scores in experiential avoidance and depression in Obsessive-compulsive disorder patients after having the experience of Exposure and Response/Ritual Prevention. Our results revealed no decrease in experiential avoidance in female Obsessive-compulsive disorder patients under Exposure and Response/Ritual Prevention treatment or medication alike. In an attempt of explanation, one can claim more frequency of sessions with fewer intervals in between to possibly help bring relief regarding experiential avoidance in Obsessive-compulsive disorder patients. But on the same lines, the results report a decrease in depression symptoms in post-test in both Exposure and Response/Ritual Prevention and medication group which is, yet again, in concert with previous findings.

Disordered attention/hyperactivity disorder is one of the most common disorders of pediatric psychiatry. In the fifth diagnostic guide and statistical classification of mental disorders, the incidence rate for this disorder was 2.5% for adults and 5% for children. Children with hyperactivity due to problems such as strain, restlessness, and insufficiency of attention, have a profound effect on their relationships with other family members and the overall environment governing this environment. The presence of these children in each family affects the structure of that family and overwhelms the mental health of the family, especially the parents. In such a situation, although all family members and their function are harmed, the problems associated with childcare associated with attention-deficit / hyperactivity disorder, especially the mother, are at risk for mental illness. Mothers are usually responsible for daycare, especially when children are younger. Consequently, when there is a problem, the mother feels most discomfort and this affects their mental health and compatibility. Life skills are skills that are used to enhance communication, increase decision-making power, and manage and understand themselves. The promotion of life skills, including coping skills and psychosocial skills, is effective in improving the quality of life and enhances the psychological ability of the individual to cope effectively and address conflicts and life successes. These abilities enable the individual to act positively and consistently about other human beings in society, culture, and environment and to provide his or her public health. Research evidence has shown that life skills training has a positive effect on self-esteem, self-esteem, and responsibility of individuals, and this leads to social support and the attention of others who are reducing stressors. Socially disadvantaged methods can increase risk behaviors. Studies have also shown that problem-solving ability is associated with depression and social phobia. Social problem solving can increase situational coping and behavioral competence. These skills can prevent or reduce emotional distress. Learning problem-solving skills in dealing with challenging situations with a general level of health and reducing stress-related mental health problems is directly related. The low social problem solving is due to incompatible cognitive processes that make it difficult for a person to deal effectively with problematic situations or to provide practical solutions. Therefore, inefficient problem-solving skills may cause vulnerability to mental health problems or exacerbate existing problems. Life skills education plays an essential role in mental health. Training these skills prepares the individual to overcome the tensions and issues that face the individual and the community. The present study was conducted to investigate the effectiveness of life skills training on general health and social problem solving of mothers with children with attention deficit disorder. The research method was quasi-experimental with a pre-test-post-test design with the control group. In this study, 20 mothers with children with attentional and hyperactivity disorder selected from counseling clinics in Golpayegan city. They were randomly assigned to control and experimental groups. An intervention conducted in 10 sessions in the experimental group. The social problem-solving questionnaires (Dizarilla et al., 2002) and general health (Goldberg & Hoiller, 1972) used before and after the training. For analysis, covariance test was performed using SPSS-22 software. The results of covariance analysis showed that life skills training had a significant effect on general health (P<0.001) and social problem-solving skills (P <0.001) in mothers with children’s attentional/hypertensive disorder. According to the results of this study, it is recommended that therapists work with families with children with attention-deficit / hyperactivity disorder (ADHD), to develop life skills education to promote general health and social problem-solving skills of these families.

Sluggish cognitive tempo (SCT) characterized by excessive daydreaming, mental confusion, slowness, and low motivation. There are no official criteria available for its clinical recognition. However, researchers have identified the most salient symptoms of (SCT). These are: (1) daydreaming, (2) trouble staying awake/alert, (3) mentally foggy/easily confused, (4) stares a lot, (5) spacey, mind is elsewhere, (6) lethargic, (7) under-active, (8) slow moving/sluggish, (9) doesn’t process questions or explanations accurately, (10) drowsy/sleepy appearance, (11) apathetic/withdrawn, (12) lost in thoughts, (13) slow to complete tasks, and (14) lacks initiative/effort fades. For assisting with differential diagnosis between these two types of attention disorders research conducted with children and adolescents demonstrates that SCT is related to various domains of psychosocial impairment. One of the most consistent findings is that of an association between SCT and social impairment. Multiple studies have documented a significant relation between Symptoms and emotional problems. The lack of research impacts treatment options. Research is ongoing to identify Interventions validated to treat symptoms of ADHD, social anxiety, and other related disorders often used. Little is known to date about the efficacy of medication in treating SCT. SCT is more predictive of Social difficulty, and more strongly associated with internalizing, than externalizing symptoms. The current study aimed to design a psycho-social program for students with sluggish cognitive tempo and to examine its effectiveness on socio-emotional difficulties. The study employed a pretest-posttest quasi-experimental design. The sample consisted of 60 students selected through convenience sampling. The participants were randomly assigned into experimental and control groups, then and completed the parent questionnaire, SCT inventory and parent Questionnaire for evaluation of development and behavior in 5-15-year-old (FTF). Parent questionnaire is the evaluation of the set of SCT items deemed to be optimal for distinguishing SCT from ADHD-IN (Becker et al., 2015). Also, Becker and colleagues found that 150 items had been used as putative SCT items, which distilled to 18 core SCT items. Meta-analytic findings indicated that 13 of these 18 potential SCT items consistently loaded on an SCT factor as opposed to an ADHD-IN factor. This questionnaire contains questions concerning the skills and behaviors of a child in various Domains of development. The FTF comprises 181 items from the following eight domains: Motor skills, Executive functions (including attention), Perception, Memory, Language, Learning, Social skills, and Emotional /behavioral problems. Each domain contains a series of items. The items consist of a statement expressing that the child has difficulties with a particular task when compared to other children of the same age.  Fifty items that rated (25 items for social skill and 25 items for emotional problems) on a 3-point scale with higher scores corresponding to the better quality of life. The experimental group received 16 sessions of psycho-social program weekly 60-minute. The content of the sessions  determined based on a literature review, consultation with experts, and focus group interviews conducted separately with children and their parents to assess how SCT affect quality of life, strategies employed by youth to cope with SCT distress, the perceived efficacy of specific coping strategies, and areas in which youth in their parents would like help. Sessions within the treatment protocol focused on psychoeducational about SCT during the initial sessions, cognitive/behavioral restructuring targeting and (CLAS) program. The results of Multivariate and repeated measures confirmed the positive effect of the intervention on social (P<0.01) and emotional problems (P<0.01) difficulties. Social and emotional average developed 12 scores according to the FTF questionnaire higher scores corresponding to the better quality of life and reduced emotional and social problems. Research has demonstrated the effectiveness of psychosocial interventions for children with sluggish cognitive tempo. Historically, the research has focused on interventions targeting problems in the home or school setting, but more recent research has highlighted the importance of family-school partnerships and conjoint approaches to an intervention involving family and school. Practical approaches to psychosocial intervention consist of strategies to address performance deficits, promote adaptive behavior, and improve children’s self-control and social skills. This study represents the initial step to developing and examining a treatment protocol for children with sluggish cognitive tempo. Lack of SCT prevalence was limitations. We can recommend this psycho-social program to help students with sluggish cognitive tempo in order to ameliorate with their related problems.

During pregnancy, fear of childbirth and anxiety is a major problem for pregnant women. The main reasons are the personality of pregnant women, the lack of pain, watching or hearing tolerance of other people's experiences and concerns about adverse health complications. Fear of childbirth among women who have already experienced childbirth and women who are experiencing their first pregnancy is different, as primiparous women will experience a higher level of fear, which may be due to lack of previous experience. Fear is an important issue in terms of both research and theory, because it plays a role in many processes involved in many other psychological disorders. The main objective of this study is to investigate the effect of behavioral group therapy on the fear of childbirth and anxiety in pregnant women in district 5 in Tehran. This study used a two-group pretest-post quasi-experimental design. The population of the research is pregnant women who referred to Sina hospital in district 5 of Tehran. Convenience sampling was used to recruit 30 participants. The participants were assigned experimental and control groups in equal numbers. The research instrument was Spielberger's anxiety. Analysis of covariance (ANCOVA) was used to test the research hypotheses. Based on the results of the current study, the intervention method had a statistically significant effect on childbirth fear (F = 20.12 p <0.05 and anxiety in pregnant women (F =11.71 p=<0.041). In control group, the mean of anxiety scores was (107.53) in the pretest and (96.53) in the posttest. In the experimental group, the mean of distress scores was (66.60) in the pretest and (35.66) in posttest respectively. The fear of childbirth and disability scores was (54.06) in the pre-tests and post-test (53.66) in the post-test in the control group. The pretest (32.60) in the posttest in the experimental group respectively. Behavioral group therapy reduces the fear of childbirth and anxiety in pregnant women. Thus, the method is recommended.

Multiple sclerosis is one of the most important and most common diseases of the central nervous system caused  by inflammation and degeneration of the myelin neural sheath and, as a result, the electrical conductivity of the impulses of the central nervous system. Depending on the location of the conflict, different clinical symptoms of the nervous system are created in the patients. In addition to physical health, multiple sclerosis affects the health and psychological well-being of individuals. Given that psychological well-being of patients with multiple sclerosis is important and due to the challenges facing these patients, they must be supported psychologically and socially. Positive psychology emphasizes the enhancement of human abilities and virtues and allows individuals and communities to succeed. The present study aimed studying the effect of Positive Psychotherapy on symptoms of mental disorders and well-being in multiple sclerosis patients in Hamedan-Iran.

This study employed a two group pretest-post quasi-experimental design. The population was all the MS patients of Sina hospital (Farshchian) of Hamedan in 2016.  The participants were 40 MS patients chosen randomly after taking SCL-25-R test designed by Dragotis et al, (1973). The reliability coefficients of this scale were calculated using Cronbach's, Spearman-Brown's and Gutmann's alpha methods. These coefficients were 0.92, 0.88, and 0.87 respectively, which indicates a relatively good test reliability. The reliability of the questionnaire was based on the internal consistency and through the Cronbach's alpha index, the total test was 0.90, as well as each of its three sub-scales for emotional well-being (0.90), social well-being (0.75), and psychological well-being (0.87). The participants were assigned to two experimental and one control groups randomly (20, experimental group and 20 control group). First experimental group received Positive Psychotherapy in 8 sessions but control group did not receive any intervention. Data was analyzed through one-way ANOVA.

The results showed a statistically significant difference between the experimental and control groups (P <0.05). Therefore, 33 percent of the changes in well-being and 46 percent of the changes mental disorder can be explained through an independent variable (positive learning). Also, the results at the follow up stage showed that the experimental group showed significant difference in the symptoms of psychological and welfare disorders through positive training with the control group at the level of 0.05 (P <0.05). And 0.1% of welfare changes and 0.25% of changes in mental health can be explained by independent variable (positive learning).

The findings of this study show that positive psychotherapy as an effective short-term treatment not only reduces the symptoms of psychological disorders but also strengthens psychological well-being. The findings of this study also support the belief that positive-thinking psychotherapy can effectively enhance the well-being by enhancing the sense of pleasure, empowerment, and increasing meaning.

Frequent throwing movements can change its muscular balance strength, the range of motion and shoulder joint positioning. However, the balance of muscular strength, the range of motion and positioning are essential factors in injury prevention. On the other hand, Proprioception is a type of feedback from limbs to Central nervous system which defines a sensory tool to contribute position sense and movement sense. The purpose of this study was to Comparison of Isometric strength, range of motion and repositioning error shoulder between basketball player disabled and Non-athlete disabled. This is a Causal-comparative study. Convenience sampling was used to recruit the participants.  The participants selected from among disabled athletes and non-athletes with disabilities. A questionnaire distributed to athletic and nonathletic wheelchair-dependent populations. Sixteen man basketball players disabled (Mean and standard deviation age: 24.64±4.06 (Years), Weight: 66.33±5.12(kg), Sitting height: 79.21±7.04(cm), Years of wheelchair use:11.21±3.20 (Years), Sports activity per week:10.23±4.01(watch), Sixteen man Non athletic disabled Wheelchair Users (Mean and standard deviation age:26.25±2.02 (Years), Weight: 69.35±4.12(kg), Sitting height: 82.65±8.15(cm), Years of wheelchair use: 13.01±2.28(Years), subjects were recruited to participate in this study. In order to assess isometric strength internal rotators shoulder joints, Range of motion shoulder joints Abduction, Range of motion shoulder External Rotation joints and repositioning error shoulder joints of the subject, A hand-held Dynamometer and the  Universal Goniometer was used for measuring. The data were analyzed using independent samples t-test (p≤0.05). The results showed independent samples t-test (p≤0.05) a Significant differences between basketball player disabled and Non athlete disabled were found in isometric strength internal rotators shoulder joints, Range of motion shoulder joints Abduction, Range of motion shoulder External Rotation joints and repositioning error shoulder joints (0.001), (0.001), (0.001), (0.001). So that the disabled basketball players had isometric strength internal shoulder joints, isometric strength external shoulder joints, Range of motion shoulder Abduction joints, Range of motion shoulder External Rotation joints and repositioning error shoulder joints than non-athletes with disabilities. The results also showed that isometric strength external rotation joints in the level of (p≤0.05).there is no significant difference between basketball player disabled and Non-athlete disabled (p≤0.05). Also, the results of the study showed that the isometric strength internal rotators of the shoulders joints of the basketball players was higher than that of isometric strength external rotators joints (p≤0.05). Also, there was a significant difference between repositioning error shoulder joints in basketball player disabled and Non-athlete disabled (0.001). Basketball is the non-contact sport that needs to the eye and hand coordination, as our results showed that the muscular strength, the range of motion and shoulder repositioning error decreased in athletics-related to non-athletic subjects, the mentioned sport (Basketball) may improve muscular strength, a range of motion and shoulder repositioning error. Since The disability may be associated with functional impairments and the fact that exercise can reduce disability and maintain the function of individuals, So Designing preventive programs for controlling and limiting this risk factor should be one the main concerns of trainers and medical stuff.

Premature ejaculation is a common sexual problem, but not the most common reason for referral for treatment of sexual problems. The men suffering from premature ejaculation are afflicted with sexual self-concept problem. Feeling to have premature ejaculation causes men to lowers their self-respect and results in their concern on effect of this problem on the quality of their interpersonal relation. The purpose of present study is to investigate effect of integrated couple therapy on sexual self-concept and premature ejaculation in men. This study employed a two group pretest-posttest quasi-experimental design. Purposive sampling was used to recruit 30 persons from among the men referring and complaining for premature ejaculation to the physicians and psychologists of treatment centers in Neishabour. They were randomly assigned to experimental and control groups in equal numbers. The experimental group received integrated couple consultation intervention, and the control group was in the waiting list. The research instruments were the short form of Sexual Self-concept Criterion developed by Rostosky, Dekhtryar, Cupp, and Anderman (MSSQ-short form) (2008) and Premature Ejaculation Assessment Criterion developed by Symonds, Roblin, Hard and Althof (PEDT) (2003). Analysis of data were accomplished in two levels. In the descriptive level, average statistics and standard deviation were used, and in inferential level, variance analysis method with repeated measurement was used. The results indicated a meaningful difference in degree of sexual self-concept between the men who had received integrated couple therapy intervention, and the men in control group (p<0.001). Moreover, the men treated with integrated couple therapy had a meaningful difference with the men in control group in their view of premature ejaculation (p<0.001). Considering the high average score of sexual self-concept and premature ejaculation in post-test, and follow-up in the test group comparing with the control group, we should say that integrated couple therapy decreases of premature ejaculation and improves sexual self-concept. Moreover, the scores of follow-up stage did not have any meaningful difference with post-test stage. Therefore, we should say integrated couple therapy intervention has had stable results. Taking into account the findings of present research, we could conclude that integrated couple therapy could be effective in improvement of premature ejaculation, sexual self-concept and decrease in premature ejaculation in men. In fact, sexual self-concept could be one of the psychological factors in appearance and continuation of premature ejaculation. Therefore, improvement of sexual self-concept could be also result in the improvement of premature ejaculation. It seems that improvement of sexual self-concept through overcoming couple problems and couple mobility decreases stress and pressure on interpersonal relations, and decreases premature ejaculation.

Reading is a kind of mental-lingual process based on the visual information, reader's awareness, as well as phonological and semantic rules. This skill is the most fundamental learning tool for students, since reading, and comprehension are the basic requirements to acquire any written information. The lack of success in acquiring reading skills in early school years can genuinely prevent students from achievement in most other educational subjects. Research shows that most children with reading complications suffer from problems in motor coordination and auditory processing. Based on the above, the present study aims to answer the following question: is sound therapy with Forbrain able to help students with reading difficulties improve their reading performance and auditory discrimination? This study was a quasi-experimental design with pretest-posttest with the control group. The sample group consisted of 20 students who were studying in elementary school (second and third grade). They were selected by available sampling method from the stated sample and assigned randomly to two experimental and control groups. In this Study Data collected by Reading - Dyslexia Test (Karami nori & Moradi 2008) and Wepman auditory discrimination test (WADT 1987). The criteria for entry into the study included: Not having dyslexia according to DSM-5, The lowest scores in the Reading & dyslexia test, not taking the drug (Ritalin), being In the age range of 7 to 9 years, and having a normal IQ in the Wechsler Intelligence Test. Exit criteria include: having other intermittent disorders such as ADHD, having unprofitable families (such as divorce, parenthood addiction, etc.), having Physical sensory problems. After pre-test the experimental group for 20 sessions trained by integrated cerebellar training method (1hour), and auditory correction method (30 minute with Forbrain headset), while the control group received no intervention. Then, the subjects of the two groups tested by post-test. Data were analysed by SPSS22 in p=0.05. As pretest scores were considered as a covariant variable, to determine its impact on the posttest, analysis of covariance used. To this end, the assumptions of variance homogeneity and the normal distribution of scores- as main covariance assumptions- were investigated. The results of the Levene test approved the homogeneity of the data (Auditory Discrimination: F=29.65, P<0.11; Reading Skills: F=1.66, P<0.33). The data analysis based on the Kolmogorov–Smirnov test shows the normal distribution of data in both groups. Since the prerequisites for covariance observed, the data were analysed using Analyze of Covariance (ANCOVA).  The results of ANCOVA shows significant differences in mean of reading skills (p= 0.02), and auditory discrimination (p=0.00) in the experimental group decreased significantly. This difference also was significant for all subscales of reading skills (Chain words, Understanding words, Rhyme test, The concept of text, Read the words) except Reading non-words, Naming picture and Deleting sounds (p=0.44, 0.32, 0.06). According to the previous study, the results obtained in this study show that the integrating of cerebellar training method with vibration have a significant effect on reading skills and auditory discrimination students with reading difficulties. Because of the effectivity of the present intervention in the treatment of auditory discrimination, the same method can be employed to treat or prevent other learning disorders. Although this intervention is not a perfect treatment for all types of learning disorders, it is a major component since hearing plays a prominent role in the learning process without its training and adjustment learning will be hard.

Deaf students are one of the groups of children with special needs, and deafness is widely recognized as one of the most common disabilities. Deafness is a generic term referring to all types, causes, and degrees of hearing loss. To delineate the impact of a hearing loss on the development of speech, language, and literacy, a number of descriptive variables have been identified, including degree of hearing impairment; age at onset; age at identification; etiology; presence of additional disabilities; and hearing status, level of involvement, communication mode, socioeconomic status of the parents or caregivers. Research suggests that deaf students are more isolation by their peers than are other children. In social situations, it often does not take long for deaf students to be ostracized. Unfortunately, the negative academic status experienced by deaf students is difficult to overcome and is usually long-lasting. Adding to their socialization problems and academic problems, many deaf students also have problems in aspects of working memory and social competency. The enduring nature of deafness easily leads to social isolation. The result is that many deaf children and adults have few friends. This can set up a vicious circle in which they attempt to win friends by latching onto the least chance for interaction with others. These problems can be reducing their social competency. In the word of the other, it considered that deaf students have severe problems in aspects of working memory and social competency compared to hearing students. So, the purpose of the present study was to investigate the compare working memory and social competency in hearing and deaf students. The present research was a causal-comparative study. The statistical population consisted of deaf and hearing girl students aged 10 to 13 years in Gorgan city in 2017-2018 Academic years. Deaf and hearing girl students selected by convenient sampling method. Each group consists of 40 individuals. The instruments of this research were working memory test (Daneman and Carpenter, 1980) and social competency questionnaire (Felner, lease, and Phillips, 1990). The obtained data were analyzed by using Kolmogorov Smirnov test, M. Box test, Leven test, independent t-test and multivariate analysis of variance test with the 23rd version of SPSS (P<0.05). At first, the normality of variables and contingency of variance assumptions tested. The Kolmogorov Smirnov test showed that all variables were normal (P>0.05). Also, Leven test confirmed contingency of variances assumption. So, assumptions of MANOVA test confirmed and can be used the MANOVA test for analysis of data. The results showed that scores mean and standard deviation of working memory in deaf students (62.46±3.27) was significantly (p≤0.05) lower than hearing students (73.85±3.11). Also, deaf students were significantly (p<0.05) lower than hearing students in cognitive skills (15.76±1.63 versus 10.31±1.87), behavioral skills (151.28±5.28 versus 126.09±5.74), emotional competency (14.93±1.47 versus 9.78±1.40) and motivational sets (31.19±2.38 versus 25.34±2.12). According to the finding of the research, working memory and social competency in deaf students were lower than the hearing students. Thus, a special rehabilitation program in these areas to increase the working memory and social competency of deaf students.

Mental health is an important variable that is affected by many factors. General health includes behaviors in which a person has proper nutrition, regular exercise, avoidance of destructive behaviors, timely diagnosis of disease symptoms, stress management, adaptation and correction of interpersonal relationships in the social dimension, and the potential for improving quality of life it has a mental health and emphasizes the improvement of life's behaviors. Young people are critical in shaping the future generation and promoting community health because they are considered to be relatively healthy in health promotion efforts worldwide. Adolescence is regarded as a vital period due to significant physiological, cognitive and psychological changes. It is likely that adolescent students will be affected by early maladaptive schemas, which are shaped in the past years of life. Early maladaptive schemas are the result of childhood traumatic experiences that gradually become patterned as ineffective behaviors. These schemes, without being aware of them, are dominant in his cognitive system; they are self-sustaining and show high resistance to change. When the early maladaptive schemas are activated, levels of excitement are released, and direct or indirect leads to various forms of psychological disturbances such as depression, anxiety, inability to work, substance misuse, interpersonal conflicts, lack of Attention to health and wellness and so on. According to the above, the present study intends to investigate the relationships between initial maladaptive schemas and the mediation of health-promoting behaviors due to the full range of links between early maladaptive schemas and health-promoting behaviors and mental health. Mentally. This research was correlation research based on Structural Equation Modeling (SEM). The statistical population consisted of all secondary and secondary school students in Sari, selected by multi-stage cluster sampling. The data gathering tool included the scale of early maladaptive schemas (Yang, 1994), mental health scale (Goldberg, 1979), and the scale of health promotion behaviors (Walker, 1987). For data analysis, structural regression equation modeling used and data analysis was performed using SPSS 24 and Amos 23 software. The results showed that there was a significant positive correlation between the variables of early maladaptive schemas and mental health and a negative correlation between health promotion behaviors and mental health (p<0.001). According to the final model of research, the exogenous variable has the predictive power of mental health variable, and the research model was generally approved. Health promoting behaviors have a predictive role in mental health.c The results showed that there was a significant positive correlation between the variables of early maladaptive schemas and mental health and a negative correlation between health promotion behaviors and mental health (p<0.001). According to the final model of research, the exogenous variable has the predictive power of mental health variable, and the research model was generally approved. Health promoting behaviors have a predictive role in mental health.

Puppet play therapy is to facilitate the development of the relationship between the child and the therapist, Increase Intimacy, frank and self-revelation, in a relationship base on play therapy is considered by researchers. The purpose of this study was to investigate the efficacy of puppet play therapy on Improve social skills of children with attention deficit hyperactivity disorder. Method of study was Quasi-experimental and pretest-posttest design with control group.The statistical population included all children aged 8 to 12 years with attention deficit hyperactivity disorder was in Kermanshah city 24 of them selected as the sample group by random sampling. The sample according to the conditions of entry to the study were assigned to experimental group and control. Puppet play therapy intervention program for 10 sessions were applied to the experimental group while the control group did not receive training. Both groups were evaluated by Gresham and Elliott Social Skills in pre and post tests.  The results showed that the puppet play therapy have a significant effect on social skills and its sub-scales in ADHD children (p<0.001).  According to results of this study puppet play therapy recommended as a good way to improve the social skills of children with attention deficit hyperactivity disorder.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) of the American Psychiatric Association has introduced the Borderline Intellectual Functioning (BIF) individuals under the category of a group of individuals with intelligence deficiencies, with 70-85 IQ, and individuals who are prone to many obstacles including academic achievement. About 13.5-14% of the population of any society constitutes borderline intelligence individuals; therefore, these individuals have to share the same educational, developmental opportunities as others do. Academic achievement defined as the cumulative of knowledge, skills, and abilities in cognitive, affective, and psychomotor domains, including math academic achievement. Due to the short attention span of the borderline intelligence, low intelligence and or slow-paced students are not able to learn materials and solve problems with the speed of their peers and their classmates. Attention span refers to the extent that the individuals can perceive as many as objects in a short segment of time as they can. Slowly paced individuals do not have such ability and confront with specific problems; thus, the slow-paced students do not gain the necessary and the efficient academic achievements. Attention is composed of a series of complex cognitive processes that put the focus on goals and working to achieve them, along with retaining and keeping information while being alert for an extended period. If one were not able to pay attention to class material, he or she would pay attention to things that are not related to class activities. In rehabilitation sense, having an ability to focus on curriculum materials to acquire educational objectives is necessary because it speeds up learning. Math academic achievement affects borderline individuals, and it is related to the academic self-efficacy. It defined as a trait, as a characteristic, or as a global self-confidence in mastering various abilities related to environmental demands and perceiving self-competence; it is the individual's belief in having the skills to finish a job in a specific condition that would have an effect on his or her effort and persistence. The individuals with high self-efficacy pay attention to their class activities. Bandura believes that low achieved individuals have less self-efficacy and slow paced ones have low self-efficacy as well. Therefore, instructing the attention would have an impact on the slow-paced children’s academic performance. Hence, the purpose of the present research is to investigate the effect of the attention training on math academic achievement and the academic self-efficacy items on students with borderline IQ. The research method was experimental with a pretest-posttest design with a control group. Using the simple cluster sampling method, from the entire 4th-grade elementary slow-paced girl students of the first district in Kerman, 24 borderline students were recruited and placed into two control and experimental groups, each group 12 students. The experimental group trained for 12 sessions of 45 minutes, while the control group did not receive any training. The training sessions based on the “Learning disabilities: From identification to intervention.” book and “Effect of Panoura and Filippo's metacognitive instruction model on improving knowledge and metacognitive problem-solving skills among students with a special disability in dyscalculia” article. To gather data Wechsler Intelligence Scale was used as a borderline screening tool and the math academic achievement test and academic self-efficacy questionnaire used as the measurement tools. Data analysed with multivariable analyses of covariance (MANCOVA) method was used, along with the aid of SPSS-20. Findings indicated that the impact of attention training on the slow-paced students with the math academic achievement (p˂0.001), with the aptitude (p˂0.001), and with the context (p˂0.001) are significant but with the effort is not significant. Overall, can be concluded that attention training, considering the aptitude and the context, leads to improving the slow-paced girl students’ math academic achievement and attention training would be useful on their academic self-efficacy.

Chest pain is one of the common complaints of individuals in referring to therapeutic centers. Generally, examinations characterized show that this pain has a non-cardiac origin. Various factors can cause chest pain for instance pulmonary disorders, digestive disorders, neck arthritis pain and especially psychological factors, which is usually less commonly considered to the cause of mental illness. Therefore, psychological factors are more important in diagnosis and treatment. These factors can cause a negative effect on daily life of patients who have this problem in the form of fatigue, anxiety, depression, dissatisfaction with life and fear of death. Therefore, patients have low ability to do their routines. Mainly, patients do minimize physical activity to reduce their pain. In other words, this problem causes the immobility and impairment or disrupt of physical, social and occupational functioning of them. New research explains the causality, treatment and etiology most of the physical disorders including pain, in the form of "bio-psychosocial" theories. Thus, both of physical and mental therapy should be considered in the treatment process. Therefore, aim of present study was to investigate the effectiveness of acceptance and commitment therapy on psychological flexibility and rumination in patients with non-cardiac chest pain. This study was a semi-experimental and clinical intervention, pre, post and follow up test for two months after first visit, with a control group. The research sample was available and included 40 patients referred to one of Tehran's hospitals who were randomly divided into two experimental and control groups (experimental group included 7 women, 13 men and control group included 9 women and 11 men). Subjects responded to two questionnaires, AAQ-II questionnaires and rumination (Hoeksma and Muro). Results were analyzed by T test with independent groups, variance with repeated measurements and Bonferroni method. Using SPSS version 23 software. After intervention, in the treatment group mean scores of rumination scales decreased and psychological flexibility increased and in control group mean scores of rumination score increased and psychological flexibility decreased. This supremacy was maintained in the follow-up after two months in treatment group (p<0.001). Results of this study suggested that acceptance and commitment therapy was effective on psychological flexibility and rumination in patients with non-cardiac chest pain and results of treatment were stable. Therefore, proper diagnosis and treatment could produce desired results and creates satisfactory in these patients. In the other words with this treatment, patients obtain the missing power for movement.

Concerning medical progress, most injured athletes can recover and return to pre-injury status. However, a significant number of athletes can never fully return to their level of performance before the injury. It seems that one of the reasons for not returning to the initial conditions can be attributed to psychological factors. The researches and reports provide a good indication that psychological factors can affect the occurrence and prevention of injury. For this, Cassidy made the first attempt to build a tool for measuring the anxiety caused by the damage. In the following, Cassidy used this version to gain content validity and used psychology experts in sports, physiotherapy and rehabilitation. The content validity of the questions showed that only 51 items are consistent with the purpose of their research. In the next step, a Cassidy of 300 athletes working in various sports fields used a questionnaire to investigate the structural validity of the questionnaire for exploratory analysis, and showed that seven factors had a higher value than one, and a questionnaire with 29 better fitting questions it has other models. The researchers also mentioned the reliability of the Cronbach Alpha for this questionnaire and suggested that researchers in the future use this questionnaire to assess the anxiety caused by the damage. Also, they have used confirmatory factor analysis to confirm and assure the construct validity of this questionnaire. Using this questionnaire, Rex and Mattzler then reviewed the survey in three steps. In the first stage, seven experts in the field of psychological harm in sport examined the content validity of the questions. In the second stage, 491 university athletes completed the questionnaire and used the exploratory factor analysis to determine the number of factors. The results showed that the scale consists of 7 components. Such is the first component of losing the sports conditions, the second component of weakening, and the third is an injury, the fourth is a negative image of itself, the fifth component of the loss of social support, the sixth component of the disappointment of close people and the seventh component of pain. In the third step, confirmatory factor analysis used, and the results showed that the questionnaire with 21 questions and seven factors was better fitting than other models. Eight questions not loaded on their components. Regarding what has been stated, and with the knowledge of the revision of this questionnaire for its use, modifications to this questionnaire should be made in the Persian version. The original scale has seven subscales including 21 questions with 5-point Likert responses. Two hundred fifty-six questionnaires completed by 17 to 31-year-old athletes (56% males, and 44% of females with an average age of 22 years). They took part in different fields of sports activities in Tehran. To collect demographic information, we used personal information forms. To assess the construct validity of the scale, we used confirmatory factor analysis. Cronbach’s alpha estimated the scale reliability, Test-retest method was also used to examine temporal reliability (p<0.05). The result of the calculations performed to estimate the reliability of the factors of the questionnaire showed that the amount of alpha coefficient for the injury anxiety subscales in the range ranged from 0.73 to 0.79. Given that the coefficients of internal consistency of the components are high and appropriate, the reliability of this questionnaire is confirmed. Also, the results of the study showed that the revised Persian version of the scale supported the main structure and the validity of the Persian version of the anxiety scale confirmed with 21 questions. The study concludes that the Persian version of the revised Sports Injury Anxiety Scale can be recommended for the assessment of the athlete's injury anxiety.

Addiction is one of the health and social problems of this century. Addiction is the most crucial intellectual concern and one of the worst social harm. Addiction not only results in severe physical and mental damage to the individual but also numerous social harm, such as divorce, delinquency and unemployment. Addiction is a biological, psychological and social disease. Various factors are useful in the etiology of addiction that would in interaction with others lead to the beginning of drug abuse and then addiction. Effective factors on the person, environmental factors and social factors as underlying factors result in the process of prevention, diagnosis, and treatment to be planned purposefully. Today one of the personal, social and health problems that endanger human and national resources in different countries is the addiction. Also, emotional intelligence is a subject that tries to explain and interpret the status of human emotions, feelings and abilities. Emotional intelligence has been defined as the ability to understand the emotions to evaluate one's thoughts and moods and regulate them in a way that promotes rational and emotional development. The concept of emotional intelligence provides a new depth to human intelligence. This is the intelligence of tactical ability (individual performance), whereas cognitive intelligence is a strategic capability (long-term capability); Therefore the current research aimed to investigate the effectiveness of emotional intelligence training on loneliness and resilience and mental health in addicts. This study is semi-experimental with pre-test and post-test. The study population consisted of 100 addicted people referring to Drug Treatment Methadone Therapy Center (Nikoosalamat) in the city of Ghorve in 2014. A sample size of 24 people was selected by the sampling method in access, and placed in two experimental (n=12) and control groups (n=12) randomly. An experimental group received nine under 9 Session 90-minute of emotional intelligence training, but the control group received no intervention. By 20 questions Loneliness Scale (UCLA), and 25 questions Conner-Davidson Resilience Scale (CD-RISC), and General Health Questioner (GHQ-28) data collected. Descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) were used to analyze the data. The results showed that the mean resilience in the post-tests in the experimental group was significantly higher than that control group, and loneliness and mental health in the post-test scores of the experimental group significantly lower than the control group post-test scores (p<0.001). Shapiro-Wilkes' test was used to determine the normal distribution of the distribution. Results showed that the distribution was normal (p<0.05). Regarding the presuppositions, a multivariate analysis of covariance performed that the results showed significant significance (effect=0.96, p<0.015). It can be concluded that teaching emotional intelligence is effective in loneliness and resilience and mental health in addicts. In other words, emotional intelligence training has been able to reduce the feeling of loneliness and mental health in the experimental group and increase the resilience score in the experimental group, and Intelligence-emotional training has been effective in all three variables. In general, emotional intelligence education, by identifying, controlling and managing the positive and negative emotions of the individual in oneself and others, provides a context for drug prevention, addiction, and reduces the readiness of people to be addicted.

In clinical education courses, in interaction with the instructor and the clinical education environment, the students apply theoretical and practical learned concepts in real-world situations to real patients. Therefore, any weakness in the clinical education process will lead to weakness and reduce the efficiency of trainees. There seems to be a deep gap in the course of academic education in the field of orthotic and prosthetic and clinical practice of students. In other words, the existing clinical training does not give the ability for students to express their clinical skills. Therefore, this study aimed to investigate the perspectives and recognition of the experiences of students in the field of orthotic and prosthetic from the internship period. This qualitative research conducted with a contractual content analysis approach on last year students in the field of orthotic and prosthetic of Iran University of Medical Sciences, Isfahan University of Medical Sciences, Welfare and Rehabilitation Sciences, and Red Crescent Institute of Higher Education in Iran. Sampling targeted with the highest diversity. Interviews were used as a group discussion to collect information. The process of collecting data continued to the saturation point. Shiyan and Shannon's theory was used to carry out the data analysis process. Accuracy, integrity, and precision of the research based on the criteria put forward by Guba & Lincoln (1985). After analyzing the data and categorizing the codes, the following themes emerged: a. “the existence of a curriculum”, b. “teaching and assessment methods”, c. “individual characteristics”, d. “students' communication methods in the clinical environment”, e. “space and educational facilities”, f. “organizational policies”, h. “educational approaches and procedures”. These themes had 19 subtitles. Participants in this study emphasized the following points as obstacles to effective education: the high number of internship groups, the number and variety of patients referred, lack of attention of the training group to the courses, lack of attention to the educational curriculum, the experience of the professors, lack of use of modern equipment in the construction of tools, Short duration of courses, No use of hospital centers for internship courses, Absence of a comprehensive guide to the construction of orthoses and prostheses, lack of morning browsing sessions, lack of independence of trainees in the manufacture of orthoses and prostheses and the provision of services, not clear the position and duties of trainees, clinical evaluation framework is not clear, lack or low quality of exams before and after the end of internship, anxiety and lack of interest of students in the field, privatization of orthotic and prosthetic centers, and lack of clinical education space. Based on the results of the study, it seems that human characteristics are of particular importance in clinical education. Although intervention in human areas is not in the capacity of educational groups, their recognition can lead to the improvement of apprenticeships. Providing adequate patient diversity in clinical education sites, increasing the number of practical and clinical courses, greater and more practical emphasis on better implementation of clinical education headlines and balancing of clinical groups’ size may be helpful to enhance the clinical experience richness for students. Moreover, it is necessary to review the management and evaluation of clinical education through appropriate evaluation criteria to improve the clinical education status.

Due to the complexity of learning disorders and their associated symptoms varoius treatments and methods areused to trat them. Recently, varoius forms of art threapy have caught researchers’ attention. Thus, this study investigated the effect of art therapy (painting) on executive functions and visual-motor coordination in dyslexic students. This is a two-group pretest-posttest quasi-experimental research. The population of the study included all dyslexic children enrolloing in treatment centers in Mashhad-Iran in 2015. Conveience sampling was used to recruit 40 dyslexic children as the participants in the study. The participants were assigned to the experimental and control groups randomly in equal numbers. Three participants in the experimental group and three participants in the control group left the treatment before its conclusion. Consequently, the total number of experimental and the control groups each decreased to 17 participants.The inclusion criteria were as follows: meeting diagnostic criteria for dysfunction, being in the age range of 7 to 12, and being computer literate. The exclusion criteria were as follows: having disorders such as ADHD and ODD, taking psychiatric medications, and being treated simultaneously with research. The research instruments were Tower of London, Stroop, and Continuous Operation Test and Bender-Gestalt visual-motor coordination. MANCOVA procedures were used to analyze the data. Levin's test was run to test the default homogeneity of variance. The results assured the homogeneity of variance in the investigated variables within both groups, allowing for parametric tests to be used. Besides, the result of Wilks Lambda indicated that there was a statistically significant difference, between the experimental and control groups at least one of the variables, so to investigate the difference, ANCOVA was used. The results showed the effect of art therapy (painting) on executive functions in terms of reduced time and increased total points in the Tower of London, committing and removing errors and time in continuous operation test, and reducing the amount of time keeping, time incongruent and inconsistent error in Stroop test (p˂0.05); and visual-motor coordination in terms of distortion, rotation, lack of integration and repetition (p˂0.01). It can be concluded that art therapy (painting) is an effective way to improve symptoms of dyslexia among children. The intervention was shown to delay the progression of this disorder and the transmission of negative consequences to the next periods.

The principal means of providing income (income) in the present age is to have a decent job. Employment is one of the most important things that makes sense to human life. Because the survival of the community and the presence of each person requires work and activity. It plays a vital role in the psychological, individual, social, and economic aspects of human life and promotes self-esteem, health and morale in a person and influences the independence of his social role. Employment creates an opportunity for social communication with others. One of the most influential factors in achieving employment is physical health, including having a healthy hearing sense. When this feeling is damaged, it causes hearing impairment, or hearing loss, which leads to deafness in the individual. Deafness is a communicative defect and the most common sensory impairment that causes a lack of cognitive and social development in a person and has adverse effects on his social compatibility and social interactions. In part leads to the elimination of the person from the communication that He has a profound impact on his everyday life and causes isolation in the individual. In addition to the above, deafness has a massive economic and social burden on the family and society, which often causes problems in finding and retaining jobs in people who are experiencing this problem. Indeed, the unemployment rate of the deaf is higher than other members of the community and is more involved with occupational issues than other groups and minorities in the society, and terms of access to occupational spaces, and lack of attention to deaf employment, in addition to adverse outcomes Economic has negative social and cultural consequences. Therefore, the purpose of this study was to determine the socio-cultural factors affecting the depression of the deaf. The present study is a survey, and the statistical population of the Deaf research is Yazd, which was obtained through the welfare organisation and According to the number of people in the statistical population (1577 people), the Cochran formula was used to collect a sample size of which 309 people identified. The sampling method was a simple random sampling method using the lottery method. According to the list prepared by the Welfare Organization, for each member of the community code (from 1 to 1577), according to the size of the sample, among the persons listed in the list, the order of the lot to the required number Sample subjects were selected and A researcher-made questionnaire was used to collect data. Content validity was used to determine the credibility of the questionnaire. So, after studying the literature resources and subject matter and relevant research questions, questionnaires were designed and designed a questionnaire intended for experts and suggested suggestions about the reagents. By applying them, the reagents as reagents Concepts were selected. A pre-test conducted with 30 respondents who were part of the original sample to assess the reliability of the research tool. Next, the Cronbach's alpha was calculated using SPSS software. The evaluated items finalised in the form of the main questionnaire and the research data were collected using it. For analysing and describing the demographic (general) characteristics of respondents, descriptive statistics and data analysis were used by inferential statistics method of multiple linear regression (synchronous method) using SPSS software (version 23). Also, the Structural model equations were used to study the proposed hypothesised model based on the theory. Amos software used. The results of multiple linear regression analysis showed that there was a significant difference between executing agent warranties (P<0.02), job commitment (P<0.000), skill (P<0.001), sense of responsibility (P<0.000). There was a positive and significant relationship with deafness employment, which predicts 23% of deafness employment and the results of structural equations showed that the variables of work identity (0.20) and the sense of work responsibility (0.38) explained the highest amount of variance in deaf employment. According to the findings of this study, it can be stated that socio-cultural factors can affect the deafness of the occupation and give the deaf employment. Therefore, attention to socio-cultural factors in deafness is necessary.

Children with visual impairment and blind are one of the groups of children with special needs, and visual impairment widely recognised as one of the most common disabilities. Visual impairments and blindness play an important role in individual life. Of the particular education categories, we perhaps feel particularly uncomfortable interacting with persons with visual impairment. Visual impairment seems to evoke more awkwardness than most other disabilities. So, we are uncomfortably aware of blindness. Perhaps for the thing, blindness is visible. Blindness is primarily an adult disability. Most estimates indicate that blindness is approximately one-tenth as prevalent in school-age children as in adults. Approximately about 0.04 percent of the population age ranging from 6 to 21 years old as visually impaired and includes those who are blind or who have low vision. This classification is probably an underestimate because many blind children also have other disabilities, and school systems are instructed to report only the primary condition. When considering both children and adults, the most common visual problems are the result of errors of refraction. Refraction refers to the bending of the light rays as they pass through the various structures of the eye. Myopia (near-sightedness), hyperopia (farsightedness), and astigmatism (blurred vision) are examples of refraction errors that affect central visual acuity. Although each can be serious enough to cause significant impairment, wearing glasses or contact lenses usually can bring vision within normal limits. Myopia and hyperopia are the most common impairments or low vision people. The three most common causes of blindness in children are cortical visual impairment (CVI), retinopathy of prematurity (ROP), and optic nerve hypoplasia (ONH). Concerning locus of causation, as a general rule, CVI occurs in the brain, ROP occurs in the eye, and ONH occurs in the nerve cells between the eye and the brain. Many studies have recognised effective factors and cause visual impairments and blindness. The study aimed to investigate the condition and frequency distribution of causes of the visual impairment in people aged under 14 supported by welfare organisation in Isfahan province. The present research was a descriptive- analytic type study and by the cross-sectional method. The statistical population of this research consisted of people with a visual impairment aged under 14 supported by welfare organization in Isfahan province in 2017-2018 Academic years. The sample of the present research consist of 527 people with visual impairment participated that selected by all counting sampling method from supported centers of welfare organization in Isfahan province. To data collection was used visual impairment causes comprehensive questionnaire (Ashori, Noruzi, Ghalamzan, Kalantari & Galil-Abkenar, 2018). The obtained data analyzed by using frequency distribution, percent and t-test with the 24th version of SPSS (p<0.05). The results showed that participant of this research was from under middle socio-economical class. The scores mean and standard deviation of the age of the male participants were (8/96±1/73), and female participants was (9/27±1/84), and results of t-test showed that two groups had no significant difference in age (p=0.11). The most causes of visual impairment were from genetically (38%) and congenital (30%) causes, respectively. Based on impairment location, causes of visual impairment were from muscular disorders (40%), retina disorders (24%), visual nerve disorders (8%), lens disorders (6%), refractive error (6%) and aqueous humor disorders (5%), respectively. Based on name of impairment, causes of visual impairment were from strabismus (23%), nystagmus (10%), optic nerve atrophy and hypoplasia (8%), amblyopia (7%), cataract (6%), astigmatism (6%), glaucoma (5%), retinitis pigments (4%), retinopathy of prematurity (3%), retinal detachment (3%), retinal laceration (3%) and albinism (3%), respectively. Based on the finding of this research, the most important causes of visual impairment were from genetically and congenital causes, respectively. Based on impairment location, the prevalence of visual impairment was from muscular disorders, retina disorders, visual nerve disorders, lens disorders, refractive error and aqueous humor disorders, respectively. Therefore, pay attention to the effective causes of visual impairments have a crucial role in prevention, early intervention and design of vision 2020 program in Iran.

Elderly is a sensitive period of human life, in which individuals exposed to potential threats such as increased chronic illness, loneliness and isolation, and lack of social support, and due to physical and mental disabilities, in cases, many of their autonomy is threatened. Therefore, attention to the issues and needs of this stage of life is a social necessity. The statistics show that at present, the country experiences the transition from age to age. Life expectancy is one of the issues of today's age in health care and is one of the biggest health goals for improving the health of individuals and in recent years has recognized as one of the most critical factors affecting the lives of people, especially the elderly and the disabled. Life expectancy is a statistical indicator that indicates how long a lifetime is in a society, or, in other words, how many members of that community can expect to live for some years. On the other hand, with age and the onset of aging, older adults gradually lose some of their physiological and psychosocial functions. Denial of social activities tends to depress seniors and increase their sense of loneliness. Evidence suggests that loneliness is a widespread phenomenon, and 25 to 50 percent of the total population over 65 years of age experience it regarding age and gender. Therefore, in order to find an effective way to reduce the sense of loneliness, frustration and mental problems of the elderly, and considering that gestalt therapy is about empowering the elderly in full self-esteem and emphasizing awareness and that life at any moment must be fully informed and present. The need for ongoing research should be considered. This study aimed to investigate the effect of group gestalt therapy on increasing hope and reducing loneliness in elderly women. The research was quasi-experimental with pre-test and post-test design with the control group. The statistical population of this study consisted of all elderly women in Kerman who resided in nursing homes in 1397. Among the elderly residents, two randomized centers were selected and then, referring to these two centers, 24 elderly women were selected randomly and divided into two groups of experimental and control groups (12 each). The experimental group received eight sessions of group therapy. The control group did not receive an intervention during this period. The research tools included Miller's Life Expectancy Questionnaire (1997) and Russell et al. (1980). After eight sessions, gestalt therapy again performed from both groups. Data were analyzed using SPSS 20 software, frequency, percentage, mean, standard deviation and covariance at a significant level (P<0.001). The results showed that after comparing the mean scores and standard deviation of the pre-test and post-test of the two groups, the mean scores and standard deviation of the experimental group in the post-test were significantly different from the pre-test. The results of covariance analysis showed that group gestalt therapy had a significant effect on life expectancy and loneliness in elderly women (P<0.001). According to the findings of this study, group gestalt therapy with an emphasis on the present, awareness, and feeling of being perfect helps the elderly to assume responsibility for their lives. Additionally, the elderly find that there is no need for dependence on others and that an independent creature can be created; and aging is part of the process of human development. Hence, they can overcome their sense of loneliness and improve their liveliness. In the field of application, it suggested that in nursing homes, the group's gestalt therapy program should be used as a proposed treatment. By teaching gastalt therapies to the elderly, effective steps can be taken to improve their mental and physical health.

The symptoms of obsession and compulsion in schools are different, and many of them are more well-known compared to other compulsions, and some of them are also less discussed. One type of obsessive-compulsive disorder which is less addressed is reading and writing compulsion which is manifested by rereading and rewriting pattern. Rereading and rewriting is one of the common symptoms of compulsion in schools. Individuals affected by reading and writing compulsion suffer high psychological pressure during reading and writing performance. Enjoyment reduction, slowness and repetition during reading and writing are the most significant problems of such students. Additionally, social issues, isolation and low self-esteem are also the main problems of students affected by this disorder. Of course, despite the reading and writing compulsion has such important outcomes, reviewing domestic and foreign information sources showed that the single available independent scale to evaluate this disorder among the students is the reading and writing compulsion scale (Emamgholizadeh, 2017). Therefore, regarding the reading and writing compulsion has a significant effect on the educational and behavioral functions of students, the validation of the above- mentioned scale can help the screening and assessment of the reading and writing compulsion of high school students and the development of studies within the educational domain. In this way, the objective of this study is to examine the psychometric characteristics (confirmatory factorial analysis, differential validity, reliability and cutting point) of the reading and writing compulsion scale among the high school students in Babol city. The present research was a descriptive type and of psychometric studies. Statistical population of this research includes all high school students of Babol city during the academic year 2017 – 2018. Out of this number, 410 students (172 girl students and 238 boy students with age range between 15-18 years old) were selected randomly using multi-stage clustering sampling method as the sample and completed the reading and writing compulsion scale. The structure of the reading and writing compulsion scale factors was performed using the confirmatory Factorial Analysis; the differential validity was performed using the independent t-test, the `scale reliability performed by Cronbach alpha coefficient, and determination of cutting point was performed using ROC curve and Youden’s index. Lisrel software version 8.50 and Medcale software version18.5 used for data analysis. The results indicated lack of desirable goodness of the original model of reading and writing compulsion scale (21-item), but after the omission of three items, the second model with 18 items enjoyed a desirable goodness index. The indices of the confirmatory factorial analysis such as chi-square value (1.99), Root mean squared error approximation (RMSEA) (0.049), Comparative fit index (CFI) (0.93), Goodness fit index (GFI) (0.93), Adjusted goodness fit index (AGFI) (0.91), Non- normed fit index (NNFI) (0.93), have also confirmed the goodness of four- component model with 18 items, after omission of three items. According to the original research, these factors were called rewriting, rereading, perfectionist slow reading, and over close reading. Also, the significant difference between the scores of students affected by the reading and writing compulsion disorder and those of the healthy students represented the differential validity of scale in the assessment of reading and writing compulsion. Cronbach alpha coefficient index used to estimate the internal consistency of this scale, which its value was calculated 0.84 for total scale which shows that this scale enjoys a desired internal consistency. ROC curve and Youden’s index used to determine the cutting point of scale; Area under ROC curve was equal to 0.80. Using Youden’s index, the cutting point 82 considered as the best cutting point of the scale. In this point, the sensitivity and the specificity of the scale were 66.67 and 83.33, respectively. The result of the present study showed that a modified version of reading and writing compulsion scale the desirable validity and reliability. This scale can be used for screening and assessment of reading and writing compulsion of high school students as well as research studies.

Marital burnout is a painful state of physical, emotional and psychological fatigue, which is created in conditions of long-term conflict with emotional demands and over time, the love and affection between couples become more diminished and sometimes fade completely. The reason for undesirable and destructive effects on marital relationships and the creation of psychosocial distances in couples is one of the main causes of emotional divorce, which, in the absence of treatment, prepares the ground for the formal divorce of couples. Therefore, the implementation of therapeutic interventions to improve marital relationships and reduce marital burnout seems necessary. In this regard, one of the most effective therapeutic perspectives is the emotional schema therapy, which is a new therapeutic model, and so far, its effectiveness in the severity of depression and introspection, Emotional schemas, couples' performance, and personality disorders has been proved. So, it is possible that it will also benefit in the marital burnout. Therefore, the present study was conducted to determine the effect of emotional schema therapy on couples' marital burnout in the brink of divorce. This research was a semi-experimental study with pre-test and post-test design along with follow-up with the control group. The statistical population includes all couples on the brink of divorce, 586 couples who came to the Justice Department in Shahin Shahr and Meymeh during the year 2017 and applied for no-fault divorce. Next, 90 couples (180 persons), based on the criteria for entry into the research selected by a non-random sampling method. Criteria for entry into the research were: age range of 20 to 65 years; the duration of marriage 5 to 40 years; minimum education diploma; volunteering to participate in the study and not having specific physical and mental problems. Also, ethical considerations Necessity includes: providing written information about the research to the participants, giving assurances to individuals about the confidentiality of the information obtained and using it only in research matters. The voluntary participation of couples in the study and the lack of registration of their surname to respect the privacy and obtain the written consent of the couple fulfilled the Pines` marital burnout Scale. Then, among them, 54 couples (108 persons), whose grades in the pre-test stage, were a standard deviation higher than the mean in the scale for measuring marital burnout, were selected and randomly replaced in three groups; Experimental group (18 couples, 36 persons), Consulting group (18 couples, 36 persons) and control (18 couples, 36 persons). Then, the experimental group couples participated for three months in ten two-hour sessions (weekly one session) of Emotional Schema Therapy based on the Leahy Educational Package. The couples of the consulting group for three months in ten two-hour sessions (weekly one session) of Public speaking course included theoretical content that had nothing to do with the primary purpose of the experiment, while control subjects remained intact. One month after the completion of the training courses, all three groups filled out the post-test scale and three months after the implementation of the post-test in the follow-up phase they filled out the scale one more time. The data were analyzed by repeated measures of variance analysis and Bonferroni follow up test by using SPSS-22 software. Probabilities less than 0.05 were considered statistically significant. The results of the statistical analysis showed that emotional schema therapy reduced the scores of marital burnout and its components in the couples of the experimental group compared to the counseling and control groups in the post-test and follow-up stages (p<0.001). Also, there was a significant difference between the reduction in the rates of marital burnout and its components in the counseling group couples compared to the control group at the post-test stage (p<0.001), but in the follow-up phase, this difference was not significant (p=0.081). Based on the results of this study, it can be concluded that emotional schema therapy plays a vital role in reducing the marital burnout on the brink of divorce. Therefore, family counselors and therapists can use the findings of this research in the context of clinical and therapeutic interventions and use this therapeutic, practical and useful approach to resolve conflicts and help improve marital relations among individuals.

Phonological awareness skills are among the most critical factors contributing to the successful learning of reading skills in children. The importance of learning phonemes in reading achievement lies in the fact that the child learns words how to incorporate them and lay them together, make words and put together words to learn the expression and ultimately, by understanding the meaning of the vocabulary and comprehends texts by learning phonemes and understanding their relationships. Any problem or weakness in this area would result in the impairment of the ability to learn reading skills. One issue facing the children with Down syndrome is a poor phonological awareness resulting in the limited cognitive ability to learn reading skills. Poor reading skills in children with Down syndrome give rise to a host of subsequent problems such as poor verbal communication skills and social relationships, which, in turn, undermine their self-confidence and lead to social isolation. The present study aimed to assess the effectiveness‏ of game-based learning programs on the improvement of the phonological awareness of children with Down syndrome. This research was a quasi-experimental study with pretest and posttest. The statistical population of the study consisted of all elementary school students with Down syndrome in Tehran, from whom 20 students were selected from Sarikhani’s Special School using convenience sampling and randomly assigned into experimental and control groups. The study participants randomly selected from among students with educable Down syndrome whose records had been submitted to the researcher by the relevant school officials. The experimental group completed the learning program in 18 sessions (2 two-hour sessions per week). The structure of the session was in this way; in the first of meeting playing Aimless was done about ten and quarter times. Because of the students to be warm for ready to learning, so that practised and remembered the content of past sessions and after that started content related with new meeting and end of the meeting because of becoming other sessions, the assignment associated with content trained given to the students. The sessions held in cooperation with the school principal and coordination with the official in charge in the school gymnasium, which was well suited to the teaching of learning skills using games incorporated into the program. Therefore, the participants received the lessons in a favourable environment distinct from school classrooms. This program consisted of all topics relating to phonological awareness including the recognition of sounds and rhymes, the reading of words, etc. In the present study, data were collected using the Kormi Nouri and Moradi Reading and Dyslexia Test (2005) at the pretest and posttest stages. It should be mentioned that the Korami Nouri and Moradi Reading and Dyslexia Test matched to the group of Down syndrome children. Finally, data were analysed using multivariate ANCOVA in SPSS 24. After a nine-week intervention, the progress made by the intervention group in terms of sound deletion and the reading of words, non-words, and rhymes was significantly higher than the control group. The analysis of data indicated that, after controlling for the differences in pretest scores, the average post-test scores of the experimental and control groups were significantly (p<0.01) higher than the control group after the administration of word chain, sentence correction, word reading, and sound deletion tests. The overall mean score of the experimental group was also significantly higher than the control group. Therefore, the present study showed improvement in phonological skills in children with Down syndrome. From the results of this study, it can be concluded that game-based learning programs have a positive effect on the improvement of the phonological awareness of children with Down syndrome.  Therefore, this program can be a suitable educational method adopted by special needs schools to teach reading skills to children with Down syndrome. It also appears that this method can help increase the learning motivation of these children and compensate for the deficits of traditional education.

Mostly the mental health terminology belongs to Goldberg, equivalent to well-being is defined as welfare and comfort in which the individual sees her/him powered and talented, coping with life’s stresses, working efficiently and successfully, and participating in the socials. Collage therapy is a kind of art therapy ending up with pasting different types of photos, textures, and objects without any limitations and creating a new piece of art that is entirely different from its constituted components with a variety of expressive capabilities. In positive psychology, the purpose of art therapy is the treatment of distresses through the emotional drain and inducing positive experiences and emotions. Some believe that gender is the factor of the effectiveness, while some others think that ineffectiveness, the gender has no role. Thus, based on the materials mentioned above, the purpose of the present research was to investigate the effectiveness of collage therapy on mental health in orphans and Mistreated adolescent. The research method was the pre-test, post-test with experimental and control groups. The statistical sample was 40 orphans and Mistreated adolescent that were under the supervision of the Welfare Office in the Kerman city. Using the simple random sampling of four equal groups consisting of ten boys and girls (each equal group number of boys and girls) placed into two experimental and two control groups (20 in each group). The experimental groups subjected to the researcher’s made package of collage therapy. All groups completed the Goldberg’s general health questionnaire (GHQ-28) as the pre-test and the post-test. The data were analyzed using multivariate covariance (MANCOVA), two-way analysis of variance, and t-test by the aid of SPSS-19. The analyses showed that collage therapy on depression (p˂0.001), anxiety (p˂0.001), social performance difficulty (p˂0.001), and physical symptoms (p˂0.001) was significant. The results regarding gender differences, the analysis of the t-test showed that there were differences in depression (p=0.042) and somatic symptoms (p=0.042), but there are no differences in anxiety (p=0.539) and social performance (p=0.437). The collage therapy has a positive effect on improving mental health dimensions (depression, anxiety, social functions, and somatic symptoms) in orphans and Mistreated boys and girls. Collage therapy has therapy ability, and in some cases, it was under the gender effect. Most of the differences lied in boys’ depression and somatic.

Behavioral disorders are as one of the most frequent neurodevelopmental disorders and the common cause that children referred psychologists and professionals. Adding to their behavioral problems, many children with behavioral disorders also have issues of interaction and relationship with their mothers, fathers, brothers, sisters, and peers. The enduring nature of social reaction easily leads to social isolation. This cause is that children and adolescents with behavioral disorders have a few friends. Sometimes they attempt onto the least chance for interaction with others and set up a vicious circle. It seems that time perspective cognitive program training could improve the mother-child interaction and reduce behavioral problems of children with behavioral disorders. The time perspective cognitive program training has a considerable effect on the attitude of a parent than their children, because these children are facing main problems in behavior and interaction with a parent. Parents, especially mothers of children with behavioral disorders in emotional reactions face many challenges. Undoubtedly, inappropriate emotional responses in families with a child with a behavioral disorder can be the beginning of mental disorders and lead to lower life expectancy and psychological well-being. Therefore, the present study was conducted to determine the effectiveness of the time perspective cognitive program on emotional reactions, hope, and well-being in mothers of children with behavioral disorder. The present research was a quasi-experimental study with pre-test, post-test design, and control group. The participants were 30 mothers who have children with behavioral disorder aged 25-38 years old in 2017-2018 academic years. They were from middle socio-economical class. Subjects were selected by random sampling method from schools Varamin province. They divided into experimental and control groups, each group consisting of 15 mothers randomly. The experimental group participated in time perspective program training in 10 sessions (two sessions weekly; each lasts for 45 minutes), while the control group did not. Tools used for assessment of all participants were Depression, anxiety, stress scale; Miller hope scale; and Psychologıcal well-beıng scale (PWBS). Mothers completed the Depression, anxiety, stress scale; Miller hopes scale; and Psychologıcal well-beıng scale (PWBS) in pre-test and post-test. Data collected through the questionnaire before and after the training sessions. Multivariate analysis of covariance (MANCOVA) used with the 23rd version of the statistical package for social sciences (SPSS) (p<0.05). The first, normality of variables and contingency of variance and covariance assumptions tested. The Kolmogorov Smirnov test showed that all variables were normal. Also, Box test confirmed contingency of variance-covariance assumption. So, assumptions of multivariate analysis of covariance test confirmed and can be used the multivariate analysis of covariance test for analysis of data. Results of multivariate analysis of covariance showed that experimental and control groups had a significant difference, at emotional reactions, hope and well-being variables in the post-test stage (p<0.001). The results of multiple analysis of covariance showed time perspective cognitive program training had a significant effect on emotional reactions of depression, anxiety, stress, hope and well-being in mothers who have children with the behavioral disorder (p<0.001). Time perspective cognitive program training has led to the reducing emotional reactions, increase hope and well-being in mothers who have children with the behavioral disorder. It can be said that according to Eta square 49%, 69%, 68%, 71%, and 64% of variations in variables such as on emotional reactions of depression, anxiety, stress, hope, and well-being respectively, can be explained by the subjects’ participation in time perspective cognitive program. The time perspective cognitive program training can emotional reactions of depression, anxiety, the stress of the mothers of children with behavioral disorder and improve their hope and well-being. Based on the finding of this research, planning for such training programs similar to the time perspective cognitive program has a vital role on the emotional reactions, hope, and well-being in mothers of children with the behavioral disorder.

According to the World Health Organization, eating disorder is one of the most challenging diseases in adolescence. Eating disorders include two distinct signs, anorexia and bulimia. Anorexia characterized by refraining from preserving the body's least normal body weight. Bulimia characterized by craving, followed by inappropriate compensatory behaviors such as intentional vomiting, misuse of laxatives, fasting, or excessive exercise. Disturbance in understanding the shape and weight of the body is a significant attribute of anorexia and bulimia. Types of eating disorders reported in 4% of teenagers and student youth. The relationship between environment and family background with mental illness has long been of interest to scholars and researchers. On the other hand, the ravages of the structure and function of the family, including conflict of roles, clutter borders, alliances, emotional involvement and Lack of emotional responsiveness is the critical factor strengthening the notion of feeding and eating disorders. One of the essential models of the family function is the McMaster Model of Family Function (MMFF). To understand the structure and organization and the family-interactive model, this model evaluates and evaluates the sixth dimension of family life (problem-solving, communication, roles, affective Responsiveness, affective Involvement, general functioning). The eating disorder hurts family functioning and relationships, but since most research has been done in Western societies, and given that the structure of the family in Western nations is different from that of the eastern and Iranian communities, it seems better. To do similar research in our country.  This study aimed to examine the functioning of families of patients with feeding and eating disorders based on the theory of the McMaster model and compare it with the function of the family is healthy subjects. The type of study in this research is descriptive and causal-comparative. For this purpose, 40 patients with feeding and eating disorders from a psychiatric clinic Ebne Sina Hospital in Mashhad selected by convenience sampling. The main criteria for entering this project were the following: Detection of Anorexia or bulimia disorder based on a clinical interview conducted by DSM-V Otmmer and the Eating Disorder Diagnosis Scale. The control group was selected through a stratified random sampling method from among undergraduate students of the Ferdowsi University of Mashhad by matching them with the eating disorder group in variables such as sex, age, economic status, and education level. The eating disorder diagnostic scale (EDDS) and the Family Assessment Device (FAD) used. This scale well comprised of psychiatric interviews, such as structured clinical interviews (SCID), and Kappa's test-re-test for eating disorder is 0.80-0.90. Family Assessment Device determines the structural, occupational and interactive characteristics of the family, and identifies six dimensions the performance of the household. On this scale, in addition to the six dimensions, there is also a subscale that measures the overall performance of the family. The data analyzed by descriptive statistics (frequency, percentage, mean and standard deviation), and the mean difference test for independent groups. Statistical analysis performed by SPSS-20 software. Findings showed that in general functioning and behavioral control, the healthy group better than Anorexia Nervosa And anorexia nervosa had done better Bulimia nervosa patients (p<0.001). In communication, patients group had a poorer family functioning than the healthy group (p<0.001). In the emotional involvement, anorexia group, both bulimia and healthy had been weaker (p<0.001). In the emotional response, only between the two groups Anorexia Nervosa and healthy, there was a significant difference (p<0.001). The results of the study showed that the performance of the subjects in the feeding and eating disorders was weaker than the normal group. Therefore, in addition to treating a patient with the eating disorder, the family members of the patient should be encouraged to participate in relevant educational and therapeutic programs. In this research, all ethical considerations such as informed consent, preservation of anonymity and secrecy, voluntary participation in the interview and assessment observed.

Specific learning disorder is the disruption of one or more basic psychological processes, which creates problems in understanding or applying spoken or written language and emerges in the form of incomplete listening, thinking, speaking, reading, writing, spelling or mathematical calculations. Many social and emotional problems are observed in students with specific learning disorder at schools. One of the factors contributing to the increase in this issue is the lack of social self-empowerment in these children. Also, alexithymia is another problem of these students. Therefore, finding a way to enable children to express their emotions in a way other than verbal expression and increase their social capabilities is absolutely necessary. In this regard, game is a means by the aid of which the child expresses himself/herself and it is an appropriate means for release of emotions and self-expression for every child. Therefore, the aim of the present study was exploring the effect of play therapy on social self-empowerment and alexithymia in female students with specific learning disorder. This study was a quasi-experimental study of pretest-posttest design with control group. Play therapy was implemented only on the experimental group and its effects on the posttest scores of the experimental group was compared to the control group. The statistical population of the study consisted of all sixth-grade female students with specific learning disorder in Baharestan county during the school year of 2017-2018 and 30 individuals (15 experimental, 15 control) were selected randomly using convenience sampling and were assigned into two groups of experimental and control. The research instruments included the Parandin Social Self-empowerment Questionnaire (2006), Bagby et al.’s Alexithymia Scale (1994) and ten 60-minute sessions of training Asadi and Asadbeigi’s Cognitive Behavioral Play Therapy (2017). Data were analyzed by SPSS software version 22 and multivariate analysis of covariance test. The mean and standard deviation of the social self-empowerment of the experimental group were 260.07±29.247 before the intervention, and 326.88±25.362 after the intervention. The mean and standard deviation of alexithymia score in the experimental group was equal to 90.56±5.672 before the intervention and 65.06±4.238 after the intervention. Also, the size of the effect of social self-empowerment score was 0.508 (p<0.01) and the size of the effect of alexithymia was 0.416 (p<0.01). Also, the results showed that there was a significant difference between the pretest and posttest means of social self-empowerment scores and alexithymia in the experimental group (p<0.01), but these changes were not significant in the control group. The results showed that play therapy is effective in increasing social self-empowerment and its components and decreasing alexithymia in female students with specific learning disorder. Therefore, it is recommended that, along with other therapeutic methods, play therapy be used to increase social self-empowerment and to treat of alexithymia symptoms in students with specific learning disorder. Finally, it is necessary to use cognitive-behavioral group therapy education as an effective educational intervention in support of students with specific learning disorder.

Alzheimer's disease is a chronic neurodegenerative disease, it associated with progressive cognitive impairment and memory loss, and it can be seen in 5 to 10 percent of people over 65. Due to the increase in the population of the elderly in Iran and the risk of developing Alzheimer's disease, the development of pharmacological and non-pharmacological treatments is essential for the improvement and control of this disease. Among treatment options, there is a Cognitive rehabilitation protocol called Montessori-based Dementia Programming. That is a non-pharmacological treatment, designed by Dr. Cameron Camp, adapted from the ideas of Maria Montessori, in a targeted framework to improve the cognitive functions of people with Alzheimer's disease. This study aimed to investigate the effectiveness of Montessori-based dementia programming on cognitive function in people with Alzheimer's disease. The research method was a semi-experimental pre-test and post-test with a control group. 58 Alzheimer's patients selected as available sampling. They randomly assigned into two groups: the experimental group (interventional technique: Montessori-based dementia programming) and control group (No intervention). The measurement tools included the following: a) Mini-Mental State Examination or MMSE test (developed by Folstein et al., 1975) is a 30-point questionnaire that is used extensively in clinical and research settings to measure cognitive impairment. To examine the validity and reliability of the test Using Receiver Operating Characteristic (ROC) curve, an optimal cut-off point of 22 showed a sensitivity of %90 and specificity of %93.5. It seems that F-MMSE has acceptable validity and a cut-off point of 22 can reliably differentiate patients with dementia from healthy subjects. b) Clinical Dementia Rating or CDR test (developed by Hughes et al., 1982 and Edited by Morris et al., 1993) is a numeric scale used to quantify the severity of symptoms of dementia. The CDR in one aspect is a 5-point scale used to characterize six domains of cognitive and functional performance applicable to Alzheimer disease and related dementias: Memory, Orientation, Judgment & Problem Solving, Community Affairs, Home & Hobbies, and Personal Care. P-CDR showed an acceptable level of face validity. Cronbach's alpha and Test-retest reliability founded as 73%, 89%, respectively (α=0.05). c) The Mini-Cog test (Developed by Borson et al., 2000) is a 3-minute instrument and 5-point to screen for cognitive impairment in older adults. The Mini-Cog uses a three-item recall test for memory and a simply scored clock-drawing test (CDT). Validity and reliability of the Mini-Cog determined using the Pearson product-moment correlation coefficient (Pearson’s r), Cronbach’s alpha and Receiver Operating Characteristic (ROC) curve analysis, The Persian version of Mini-Cog showed good inter-rater reliability (r=0.86, P<0.01). In that research, sensitivity, and specificity reported as 88%, 62.8%, respectively. Data were analyzed using SPSS-24 software and multivariate covariance analysis. Due to the significance of the Kolmogorov-Smirnov test and the ANOVA test were higher than 0.05, so the distribution of data was normal. Levin's findings also showed that the homogeneous assumption of covariance of data and the slope of regression established. The results of multivariate analysis of covariance revealed that there was a significant difference between the experimental (MBDP group) and control groups in cognitive functions (Mini-Mental State Examination (F=44.53, P=0.001), Clinical Dementia Rating (18.92, P=0.001) and the Mini-Cog (12.99, P=0.001)). In the Montessori-based dementia programming group (MBDP group); MMSE and Mini-Cog Scores significantly increased, and CDR Scores decreased, so it showed that the MBDP was effective. Montessori-based dementia programming, as an effective non-pharmacologic intervention, can be used to improve the cognitive Functions in people with Alzheimer's disease. This method of rehabilitation by challenging the mind and stimulating the five senses and supporting on the brain plasticity can enhance the functions of the brain and help the social welfare of a person with Alzheimer's disease. The MBDP technique seeks to engage the senses and evoke positive emotions. It involves the stimulation of the cognitive, social, and functional skills of each. Also, MBDP prevents the next consequences of Alzheimer's disease-like depression, anxiety, lack of confidence, Agitation and others.

Learning disability means any disorder in which the following are less than expected: A person's academic achievement based on his or her age, and education and intelligence. The diagnosis is through reading and writing tests and calculations. The term "learning disorder" refers to the need to recognize and serve students who are incessantly failing in their classroom work, while at the same time they do not fit into exceptional age groups. Physical appearance, height, and weight indicate their normality. Their intelligence is more or less commonplace, they speak well, like other children play, and communicate with others like their peers. They help at home and well done delegated tasks. However, they cannot stream information to express and, in particular, write. So according to the general characteristics of these students, they can be placed in a new group called Student Disorders and said that these students impaired in one or more psychological processes that are perceived through oral or written language. Researchers have identified four parenting styles in their efforts to find common characteristics of parenting. However, each parent has a unique relationship with his or her child. Marital satisfaction is one of the factors affecting the family's stability and endurance, as well as the mental health of the spouses and children as well as the community. In marital relationships, several factors make married couples happy and increase health, economic development. However, if there is no adaptation, these positive aspects are eliminated and cause many problems in both individual and social terms. The purpose of this study was the investigation of the role of Parenting style and marital satisfaction in reading the function of particular learning disorder. This study was correlational. The population was all of the students with a particular learning disorder. That 95 students were chosen by cluster sampling. The questionnaire of reading dyslexia test and marital satisfaction (Enrich) and parenting style (Baumrind) distributed. The Enrich Marital Satisfaction Questionnaire, which was prepared by Olson (1998), consists of 12 scales: contractual response, marital satisfaction, personality issues, marital relationship, conflict resolution, financial monitoring, leisure activities, Sexual relations, marriage and children, relatives and friends, the roles of egalitarianism and ideological harmony. The Questionnaire Bamarind (1973), is translated by Hossein Pour (2002) and measures parental parenting practices in three dimensions. The data were analyzed by Pearson correlation and regression. The data show that there is a positive correlation between marital satisfaction and authoritative parenting style with reading function (p<0.05), and there was a negative correlation between authoritarian and permissive parenting style with reading function (p<0.001). According to result and the importance of parenting style and marital satisfaction in reading function in children with specific learning disorder attention to these subjects were recommend to all professionals in these fields.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy to increase self-esteem and endurance distress in students with social anxiety disorder in the second secondary school. Instead of focusing directly on the change in psychological events, this intervention seeks to change the functioning of these events and their relationship with them through strategies such as acceptance or fault cognition. This study was a semi-experimental, pre-test and post-test with the control group. The statistical population included high school students in Tehran; 60 of them were selected and randomly divided into two groups of 30 subjects. Three standard questionnaires of self-esteem, social anxiety, and disturbance tolerance used to measure dependent variables. All statistical stages performed using SPSS software. Data analyzed by multivariate covariance analysis. The findings of this study showed that the acceptance and commitment therapy on students with social anxiety disorder in secondary school, cause increasing in total compassion (F=142.19, η=0.72, p<0.05), and total disturbed tolerance (F=325.88, η=0.86, p<0.05). It can be concluded that acceptance and commitment therapy (ACT) can be used as an effective approach to increasing the mental health of students.

There are many students in elementary, secondary and high school levels in learning math lessons, and these students have problems with cognitive functions in addition to educational difficulties. Math is a course where the proper function is always essential for students and their parents. The importance of this field and its learning issues has led to the development of major research, including research on the role of mathematical anxiety in learning mathematics. On the other hand, the useful functions are neuropsychological targets whose main task is to control and coordinate behavior and to target individuals in different fields such as goal programming, self-monitoring, inappropriate response inhibition, flexibility, and direction. Involve future behavior. In this regard, the purpose of this study was to determine the contribution of executive functions and self-regulation learning levels to the prediction of math anxiety. The research design was correlation research based on the structural equation modelling method. The statistical population of the study included all elementary students with learning disabilities in Kerman city during 1397 academic year, 120 of them selected by random cluster sampling. The tools used included Wackler's similarity tests (2001), Zimmerman's general field of reference (1986), Blake and Parker's mathematical anxiety (1997), and a researcher-made math skills questionnaire. First, after obtaining the necessary permissions from the Department of Education in districts 1 and 2 of Kerman, students with math disorders were identified through the implementation of a mathematical-based researcher's test. After identifying 147 students with math disorders, 120 students in 4 schools (12 classes) of self-regulatory learning questionnaire distributed among them, and in the next stage, each student individually at the school lab in terms of three components of executive functions including organization Instruction-Planning, reasoning, and working memory tested. The results showed that the proposed model has acceptable fitness; the regression coefficients of the model indicate that the variables as well as the relationship between executive functions and self-regulation levels of learning with mathematical anxiety of students with the math learning disorder. Thus, there is a multiple relationship between the mentioned variables. There is a negative and significant relationship between executive functions and math anxiety among students (p<0.012). There is a negative and significant relationship between self-regulation and math anxiety among students (p=0.007). To evaluate the proposed model, Structural Equation Modeling (SEM) used. Before examining the structural coefficients, the pattern's fitness studied. The fitting of the primary pattern based on the fitness indices used in this study showed that the values of some of the first modelling indices indicate that the proposed model needs to be reformed and improved. The values of the general indexes of fitting after the changes showed that the model of measurement of this research is entirely in a satisfactory condition. Based on the results obtained from this model, we can say that predictive variables of mathematical anxiety among students with math learning disorder are significant in all levels. According to the results of this research, It can be said that executive functions and self-regulatory levels play a decisive role in the mathematical anxiety of students with math disorders. Also, students with math learning disorder can be strengthened through advanced training courses for students with math disorders. Given that self-regulating mathematics, anxiety has a student's mathematical disorder; students are encouraged to learn more about what they are learning when they are studying rather than just reading the lesson. Learn lessons and do the necessary things and tasks.

Reactive Attachment Disorder includes a pattern of abnormal behavior in children who have not had the opportunity or opportunity to have a selective attachment and secure attachment conditions, which according to DSM-V is the main characteristic of "neglect" or "lack of appropriate childhood care." The identification and treatment of attachment problems are critical by mental health workers because childhood attachment problems can be a significant risk factor for psychological problems in adolescence and adolescence. In a child-remitting disorder, the child rarely goes to a caregiver or nurse, rarely answers, and less in search of support and care during distress. They do. Researchers have used a variety of methods to diagnose attachment disorder in children, but based on their searches, there is no scale to measure reactive attachment disorder in Iran between 2 and five years old. Therefore, to accurately assess this disorder at the age of 2 to 5 years, it is felt that the Minis' Relationship Problem Questionnaire (RPQ) is a valuable tool that can be used in this regard. The purpose of this study is to investigate the specificity of the disorder Psychometric measurements of the communicative questionnaire were used to diagnose reactive attachment disorder in children aged 2 to 5 years. This study was descriptive-cross-sectional. After translating and equating the questionnaire in Persian, the content validity of the test determined according to the opinion of the experts. The statistical population was all children aged 2 to 5 years old in Tehran. The sampling method was available through referring to kindergartens located in the 6th district of Tehran, according to the inclusion criteria, which included: the minimum age of children 2 years and a maximum of 5 years; lack of intubation and extraversion disorders; overall IQ of more than 85 and having at least a cycle of evidence for mothers completing the questionnaire. The data were collected. The method of the research was to translate the survey, review the validity of the content, content validity, and verify the reliability. Reliability was measured using Cronbach's alpha method. Structural validity was done using the Pearson correlation coefficient, confirmatory factor analysis. Analysis of available data showed that the Persian version of communication problems questionnaire has acceptable content and content validity. Cronbach's alpha coefficient for the whole test was. 79 The Pearson Correlation Coefficient for construct validity was. 50 The results of the correlation coefficient of through with a total score showed that all ten items have a significant and direct correlation with the total score of the tool. This study showed that the Persian version of Relationship problems questioner has good validity and reliability and the results are in line with the original version of this questionnaire. What is the result of the content validity study on this scale is that the survey of 10 questions of Relationship problems in addition to investigating reactive attachment disorder, it also evaluates inhibited behaviors and habited behaviors. It seems that this questionnaire has both proper psychometric properties and a useful tool for the diagnosis of reactive attachment disorder and, also, due to the short duration of the instrument, can be used in a short time and can be used as an appropriate tool for screening clinical situations. And research in identifying anxiety disorder in children aged 2 to 5 years.

Autism is a neurodevelopmental disorder in pervasive developmental disorders class, which is characterized by extensive abnormalities in social interaction, communication, restricted interests, and repetitive behaviors. Parents having autism spectrum disorder (ASD) children face a lot of stress that may negatively affect their marital satisfaction and parenting styles. The aim of this study was to prevent the birth of children with autistic spectrum disorder which is the cheapest recommended action. Therefore, this study is focused on two components of marriage, satisfaction and parent-child relationships. Population of this study consisted of children with ASD enrolling in education and treatment centers of Besharat and Hisepinhan, and parents of normal children at primary schools in 2016in Kermanshah(west of Iran). A total of 100 parents of children with autistic spectrum disorder (50 fathers and 50 mothers) and 100 parents of normal children (50 fathers and 50 mothers) were randomly selected. Tools used in this research to determine the effects included: 1) Afrooz marriage satisfaction scale to measure satisfaction rate of marriage between parents, 2) Bagheri's parent-child relation pattern Inventory (PCRPI). Afrooz marriage satisfaction scale consists of 10 subscales. The reliability coefficient of the total scale of Cronbach's alpha was calculated and showed an equivalent to0.95 that reflects the reliability of the scale. Spouse concurrent validity scores on this scale are significant compared with scores in the questionnaire of "Enrich marital satisfaction". Scale was made based on social-cognitive and clinical experience in the field of Islamic-Iranian (local) culture that leads to marital satisfaction and suitable for both research and clinical status. Bagheri's PCRPI was constructed based on an Iranian-Islamic model to investigate the intrusion parents and parenting style. PCRPI is a native model of this inventory containing 48 questions that measures eight subscales. Cronbach's alpha reliability showed 0.961 and the reliability of each subscale was equivalent to (0.92-0.95). The present study in terms of operational purpose and data collection is a case-control research Our results obtained from multivariate stepwise regression analysis showed a significant difference between two groups (parents with ASD children and parents of normal children) in the alpha level of 0.001 or p<0.01 and p<0.05 revealed. This analysis showed that the levels of marital satisfaction and patterns of parent-child relationships of the parents of autistic children is different to parents of normal children. : Results showed the effectiveness of marital satisfaction skills training and selecting the most appropriate parent-child relationships in preventing the birth of children with autistic spectrum disorder. Findings open a broader perspective on the factors that led to the birth of autistic children urges families and authorities to bear in mind to prevent the birth of children with autistic spectrum disorder. The total findings indicate that ASD prevention programs increases the marital satisfaction, education, and parenting style.

One of the most critical periods of life is marriage. The family is the first founder of personality and values and intellectual criteria, which plays a vital role in determining the future and the future's lifestyle, lifestyle, ethics, health, and mental health. The issue of the relationship between parents and children has attracted the opinion of experts and educators for many years. The relationship between children and parents and other members of the family can be considered as a system or network that interacts with each other. This system, directly and indirectly, influences children's ways through different ways of parenting. Each family uses a special form of parenting in the education of their children, influenced by a variety of factors, including cultural, social, political and economic factors. Differences in the core elements of parenting (such as being warm, being involved, age-old requests, supervision, and supervision) make changes in how the child responds to the effects of parents. Parenting styles have both supportive and non-advocacy role. The purpose of this study was to provide a model of marital adjustment based on parenting styles with mediating disconnection/rejection schema and coping strategies. The present study was a descriptive study done by correlation method. The statistical population of the present study was couples who referred to welfare counseling centers of Alborz province in 2017. According to the estimates, 570 (50% female) samples selected. The instruments were Marital Adjustment Questionnaire (Spinner, 1976) and Yang-Rae Coping Strategies Questionnaire (1994), Young Parenting Inventory (Young, 1994), and Early Maladaptive Schemas Questionnaire-Short Form (Young, 1988). The used questionnaires had good validity and reliability. Data were analyzed using linear modeling, Pearson correlation and independent t-test using SPSS-22 software. Pearson correlation results showed a positive and significant correlation between parenting, regeneration strategy, avoidance strategy and disconnection/rejection schema (p<0.01). Also, there was a positive and significant correlation between marital adjustment, regeneration strategy and parenting (p<0.01), but there was a negative correlation between marital adjustment and disconnection/rejection schema (p<0.01). The results of structured modeling of path analysis showed that parenting styles with the mediating role of avoidance, regeneration strategies and disconnection/rejection schema could explain marital adjustment (p<0.001). In general, the findings revealed parenting with the mediator roles of avoidance, regeneration strategies and disconnection/rejection schema in explaining marital adjustment.

Specific learning disability has become the umbrella term for mathematics, reading and written expression disorders in updated DSM-5S. This disorder always has shown itself as a responsible factor in many kinds of academic problems. In addition to enormous academic problems, the disorder can cause many defects in students’ social relationships, especially taking an appropriate humor style. Therefore, it seems there is some differences between students with specific learning disability disorder and normal students. Because of the importance of the issue, aim of this study was to compare humor styles and social skills between high school students with and without specific learning disability disorder. The study design was descriptive and a causal-comparative type. All normal and learning-disabled high school male students of Kerman city (southeastern, Iran) constituted the study population. Eighty students (40 with and 40 without specific learning disability disorder) were selected through convenient sampling method as sample members. All the learning-disabled subjects were met the DSM-5 diagnostic criteria for the specific learning disability disorder. Furthermore, In order to comply with ethical principles, informed consent was obtained from participants and as the participation in the study was completely arbitrary; subjects could withdraw from the study whenever they wished. A diagnostic interview, Raven’s IQ test, Colorado learning difficulties (CLDQ), Matson’s social skills, and Martin's humor styles (HSQ) questionnaires were utilized for data collection. The Persian version of each instrument enjoys an acceptable validity and reliability and each of them has been used in many studies conducted in Iran. Before compare the students, Kolmogorov–Smirnov test was used to assess the normality of the distribution and Box's and Leven's test was used to assess the homogeneity of variance-covariance matrices. All the data were analyzed using SPSS software (V. 22), through Multivariate analysis of variance (MANOVA) test. Mean scores of students with specific learning disability disorder in the social skills were significantly lower than normal students were (p<0.001). Meanwhile, the mean scores of students with the specific learning disability disorder were lower than normal students were in self-enhancing humor style (p=0.043), they scored higher mean scores in aggressive (p=0.025) and Self-defeating humor styles (p=0.046). The result also showed that the differences between two groups of the students in the affiliative humor style was not significant (p=0.303). These findings signify that the students with specific learning disability disorder in comparison to the normal students have had a worse condition in perceiving and expressing the social skills. Moreover, they also have preferred negative humor styles such as aggressive and Self-defeating, instead of choosing a positive humor style such as self-enhancing, which is considered as an adaptive humor style. Regarding the fact that having effective contacts with peers, and being socially accepted by them is a good predictor for students’ future academic and social competence, and as the students with specific learning disability disorder have critical defects in employing the healthy humor styles and social skills, paying attention to these variables is of paramount importance.

Reading skills play an important role in educational activities and appropriate employment. Various studies show that hearing impaired- children encounter difficulties in reading. Reading ability has been associated with children’s quality of phonological representations ability. The reading problems are due to lack of auditory input in hearing-impaired children. Use of sensory aids including cochlear implant and hearing aid improve the quality of the children's phonological representations. The aim of this study was to examine the effect of sensory aids including cochlear implant and hearing aid on the children's reading ability. This analytic study was performed as a Case-control research. The sample size was 63 Persian first grades students (21 cochlear implant, 21 hearing aids and 21 children with normal hearing) in Tehran-Iran. The assessment tool was ten subtests of Nama Test. The subtests are word reading, chain word, rhyme, picture naming, text comprehension, word comprehension, phoneme deletion, nonword reading, letter fluency and category fluency. Inclusion criteria for children with hearing impairment includes: severe-profound congenital bilateral sensorineural hearing loss, experience of using sensory aids for at least 3 years, studying in the first grade of primary school, no history of rejection, use of Persian language as the language of communication, lack of any structural problems and lack of clear speech and motor disabilities. Children with cochlear implants and hearing aids user chronological age ranged from 7 to 7 years and 11 months and 8 to 8 years and 11 months, respectively. Inclusion criteria for children with normal hearing include chronological age 7 to 7 years and 11 months, studying in the first grade of primary school, no history of rejection, to have normal hearing and no history of impairment in hearing, speech and language and learning. Scores of means in children with normal hearing in reading were significantly greater than children were with severe-to-profound hearing loss with cochlear implants and hearing aids user (p<0.01). Nevertheless, there were not significant differences between two groups of cochlear implant and hearing aid children in means scores of reading. This research was carried out to examine effectiveness of sensory aids including cochlear implant and hearing aid on the children's reading ability. The findings of the research did not indicate and prove difference in reading performance between children with hearing loss, who have had cochlear implants and those who used hearing aids user, which indicates that cochlear implantation was not significantly greater effective than hearing aid for improvement of reading abilities. Although use of sensory aids including cochlear implant and hearing aid improves the ability to read and academic success, many hearing-impaired children continue to find literacy challenging, and it appears that many will require specialist support throughout their time at school.

Researchers believe that there are moderating factors between parents' psychological stress and disorder of their child. Some characteristics may increase internal resistance of parents against psychological stress and also may prevent them from its consequences and diseases. Personality traits and resiliency can be noted among these moderating factors.
Resiliency or the ability to positively cope with the tragedy and trauma is considered as a psychological topic that some views recognize it as a response to a specific event and the others consider it as sustainable coping style. The reason for making the resiliency as an important research topic is that resiliency seems to be closely associated with personality dimensions.
Personality traits, as second factor, may have effects on the relationship between parents and exceptional children. Parents may also react to external distress such as having a child with autism or attention deficit / hyperactivity disorder (ADHD) based on their personality traits.
Autism spectrum disorder (ASD) and attention deficit / hyperactivity disorder (ADHD) are parts of the neurodevelopmental disorders that affect cognitive and social abilities. The current study aims to compare the Personality Traits and Resilience in mothers of Children with Autism Disorder, Attention Deficit /Hyperactivity Disorder and normal children. The population of this research includes all mothers of Children with Autism Disorder and ADHD in rehabilitation centers. The research samples also consist of 50 mothers of children with Autism spectrum disorder (ASD) and 50 mothers of children with attention deficit/hyperactivity disorder (ADHD) who were selected by purposive sampling method and were assigned in two groups. Fifty mothers of normal children were selected as control group from Tabriz Welfare Organization staffs. Data were gathered by CD-RISC and NEO-FFI. The Connor-Davidson Resilience Scale (CD-RISC): Connor and Davidson designed this scale that measures the ability to cope with stress and damage. This tool has 25 items. A primitive study on the psychometric properties of this scale in general population and patient’s groups showed that this tool has internal consistency, convergent and divergent test-retest reliability. The reliability of the questionnaire in Iran with internal consistency of Cronbach's alpha is 0.89.
NEO Five-Factor Personality Inventory (NEO-FFI): This questionnaire consists of 60 items that was designed by McCrae & Costa to measure Big Five personality traits (neuroticism, extraversion, openness, agreeableness, conscientiousness). In Iran, the criterion validity for the subscales are reported 0.45 to 0.66 and also reliability of this test using Cronbach's alpha coefficients is calculated as 0.56 to 0.87.
Data were analyzed with descriptive statistics (Standard Deviation & Mean) and Multivariate Analysis of Variance (MANOVA). Differences of group means were examined with Tukey's HSD (honest significant difference) test as a pot hoc test. The obtained results show that there is a significant difference only in the variable neuroticism of personality traits among the three groups (F=9.14; p<0.001). Eta coefficient also shows that 11% of the variance in neuroticism can be explained by the independent variable.
In resiliency variable, there are significant differences between the three groups (F=4.45; p<0.001). Eta coefficient for this variable shows that only 6% of the variance of resiliency can be explained by independent variable.
Tukey's test as a pot hoc test showed that in neuroticism variable there are significant difference between ADHD group and healthy groups (p=0.001) and between autism group and control group (p=0.03) but there is no significant difference between autism with individuals with attention deficit/hyperactivity disorder (ADHD) (p=0.20). According to the group means it can be said that parents of children with attention deficit /hyperactivity disorder have reported this factor more than the other factors and autism group is reported in the second one. There are significant differences between groups of autistic and normal groups in term of resiliency (p=0.01) but the difference between other groups are not significant. In general, having a child with attention deficit /hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) may affect the mothers' mental health, especially their ability to cope with these problems or their resiliency and emotional stability compared with mothers of normal children.

Multiple sclerosis (MS) is a kind of inflammatory and degenerative demyelinating disease in central nervous system. According to severity of impairment and site of lesions, different symptoms in these patients can be seen. One of the most common communication symptom that has been seen in these patients is dysarthria. Dysarthria is a kind of motor speech disorders that can affect all component of speech production. Communicational disorders can create a lot of limitation in daily life such as decrease taking part in educational experience and job finding that can be lead social isolation and depression in the population. The aim of this study was to investigate the frequency of impaired speech characteristics in mono lingual multiple sclerosis patients of Ahvaz city and their usage of speech therapy services. This cross sectional study was performed on 102 mono lingual multiple sclerosis patients in Ahvaz (Khuzestan province, southwest of Iran).Patients studied in this research were selected between MS society members of Ahvaz Jundishapur University of Medical Sciences. Diagnosis of dysarthria in patients was made by perceptual assessment through vowel prolongation, Dia Docko Kinetic (DDK), counting and contextual speech tasks. Speech and language pathologist was gathered information about the recourse of patients to the speech therapy clinics by asking from each patient. Data analysis in this cross sectional study was done using descriptive-analysis statistics such as paired-sample T-test, chi square test, mean schedule and standard deviation using SPSS program 22 series. In addition, validity estimation was done to check diagnosis accuracy of dysarthria in multiple sclerosis patients. Among 102 patients, 65.7% was woman and 34.3%man. 54.9% of them had dysarthria. The most impaired speech characteristics that was seen in these patients were included harsh quality of voice (94.6%), voice tremor (75%), strained–strangled voice (73.2%), slow and irregular alternative motion rate (69.9%), moo loudness (60.7%), imprecise consonant (51.8%), mono pitch (39.3%) and prolonged interval (37.5%) respectively. Among 102 patients, 3.9%used speech therapy services. Ten percent of recorded samples checked again to investigate diagnosis validity of dysarthria. Results show high validity with 84% correlation coefficient and p-value<0.001. According to results obtained in this study, most frequency occurrence in impaired speech characteristics were in the area of the phonatory, articulation, prosody and resonance aspects that due to malfunction of larynx, loss of fine movement of larynx, slow and imprecise movement of tongue, distortion in cerebellar function and deficit on respiration control. Therefore, it seems that all the component of speech production involved in these population. Therefore, it could be lead a lot of communicational limitation. Many of patients had not use speech therapy services experience and some of them when refer to speech therapy clinics that was too late when the disease progressed and create a lot of limitation for the patients and their family. It seems that there is not any proper referral system from physicians to speech therapy clinics. In addition, patients had not any insight about speech therapy services.

This study described the central role vision plays in different aspects of development and the challenges children face focusing on how experience and emotion interact to create understanding about what is seen by the eye and experienced as a vision by the mind. The Developmental, Individual Difference, Relationship-based (DIR®/Floortime™) Model is a framework that helps clinicians, parents, and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental problems. The objectives of the DIR®/Floortime™ Model are to build healthy foundations for social, emotional, and intellectual capacities rather than focusing on skills and isolated behaviors. Central to the DIR®/Floortime™ Model is the role of the child’s natural emotions and interests which is essential for learning interactions that enable the different parts of the mind and brain to work together and to build successively higher levels of social, emotional, and intellectual capacities. According to this model, individual differences like visuospatial processing of child is significant. Visuospatial Capacities include the progressive development of visuospatial aspects of body awareness and sense thinking, location of the body in space, the relation of objects to the self and other objects and people, conservation of space, visual, logical thinking, and representational thought.
Vision is central to development. Just as language involves more than words, Visuospatial thinking involves more than recognizing or even understanding the meaning of what is seen. The child needs to know how to move in space to perform actions, and how to visualize thoughts (in words or actions) to express the next idea or feeling through gestures and words. Movement requires vision, and children who have challenges using vision and movement cannot look around, move their body properly, and have difficulties with motor planning. These challenges can cause lack of symbolizing and thinking, therefore they cannot use language properly and communicate with significant others. Based on the DIR model, lack of communication would effect on the functional- emotional development of the child. The purpose of this study was the modeling of the relationships within motor and visuospatial development on functional-emotional development with the mediating of mother-child interaction. This research was a correlational study. The statistical population of this study included all healthy preschool children of Mashhad. The sample consisted of 356 people who were selected by stratified sampling according to the entry and exit criteria. To measure the variables of the research, we used the “Developmental coordination disorder (Wilson, 2009)”, Visuospatial development scale (Wachs, 2014)”, “Parent-child relationship scale (Pianta, 1994)” and “Functional-emotional developmental level (Greenspan, 2002)” questionnaire. The data collected were analyzed by path analysis. The findings showed that motor and visuospatial development by mediating mother-child interaction were powerful predictors for the functional-emotional development level of children (AGFI =1.000, RSMEA=0.000). On the other hand, there was a significant correlation between the mother and child interaction with motor development (r=0.287) and visuospatial development (r=0.259). Besides there was a significant positive correlation between functional-emotional development with motor (r=0.344) and visuospatial development (r=0.413). The DIR®/Floortime™ Model, however, is a comprehensive framework which enables clinicians, parents and educators to construct a program tailored to the child’s unique challenges and strengths. Motor and visuospatial development can have a significant role in the functional-emotional development level of the child. This effect occurs in the context of the relationship between mother and child. Therefore, it is recommended to hold psychological courses for awareness and empowerment of mothers to the concept of visuospatial development and effective communication with the child.

one of the most common groups with impairment is visually impaired individuals whose disability and visual impairment severely affected their quality of life. Life quality of visually impaired individuals has been considered and emphasized as one of the rehabilitation goals by experts with special needs. Of the most important objectives of research conducted on quality life is attention to and identification of variables that affecting prediction and explanation of their quality of life. Variables considered in this research include social support and self-handicapping. Based on some references self-handicapping has a negative correlation with the quality of life of visually impaired individuals and social support has positive correlation with their quality of life. Self-handicapping means creating or claiming an obstacle for successful performance, which in the case of a failure, these obstacles are considered as causes of the failure. Social support is a source of assistance and support from individuals, social groups and society, which is defined as a strategy to deal with stressful lives by recalling assistance from social networks. The aim of the present study was to explain the relationship of self-handicapping and social support with quality of life of visually impaired individuals. The study design was a correlational research. Population of the present study consisted of visually impaired individuals aged from 15 to 35 years in cities of Isfahan and Shiraz (center and south of Iran). A number consisting 135 individuals were selected as participants via the convenience sampling technique. Then, they completed questionnaires. Inclusion criteria was confirmed visual impairment, no alertness or mental disorder, not suffering from other chronic diseases, tendency to participate in the study. In addition, exclusion criterion was incomplete questionnaires. Finally, by removing incomplete questionnaires, a number of 128 copies of questionnaires were statistically analyzed. To collect data, the quality of life in visually impaired people questionnaire, self-handicapping scale, and social support questionnaire were employed. To analyze the data, regression coefficient and multiple regression were used. Findings of the study showed that there was a significant positive correlation between social support and life quality of visually impaired individuals and more support increased the quality of life more (p<0.01). In addition, there was a significant negative correlation between behavioral self-management and life quality of visually impaired individuals (p<0.01). Moreover, there was a significant negative correlation between self-actualization and the life quality of these individuals (p<0.05). Results of multiple regression analysis indicated that social support plays a significant role in predicting the life quality of visually impaired individuals. Claimed and behavioral self-handicapping which had no significant roles therefore excluded from the model. It seems that visually impaired individuals’ expectations in the support dimension focus more on emotional needs and positive relationships than on pessimistic behaviors that instill disability. In addition, these individuals avoid entering to chances and opportunities of life through self-handicapping mechanisms. Therefore, become more passive and ultimately experiences lower quality of life over time. According to results, development of rehabilitation services for increasing social support and application of interventions for reducing self-handicapping in visually impaired individuals is highly recommended. In addition, need to intervention programs based on the increase in self-esteem of visually impaired individuals should be considered. Furthermore, with the aim of reinforcing the social support network among those individuals, developed programs should be designed. Additionally, relative particularly family members of visually impaired individuals should have more awareness and sensitivity to social support.

General anxiety disorder (GAD) is the most prevalent chronic anxiety disorders in clinical centers and general population. There are several treatment methods for this disorder that have different challenges ,for example cognitive-behavior therapy is selective treatment for anxiety disorders but it is not improvement and has not patients efficiency in general anxiety disorder. Furthermore, study on the effectiveness of new treatment called third wave that include behavioral and cognitive interventions (known as post modernism), seem necessary in treatment of general anxiety disorder. Acceptance and commitment therapy and functional analytic psychotherapy are two method from third wave that include behavioral and cognitive interventions. Therefore, the purpose of this research was to comparison of the efficacy of acceptance and commitment therapy and functional analytic psychotherapy in decrease anxiety, depression and increase psychological flexibility and communication skill in patients with general anxiety disorder. In this study, a quasi-experimental designed with pre-posttest and a four-month follow up was used. For this purpose, 36 subjects were selected via accessible sampling from the clientele who referred to psychological clinics. They were randomly divided into three groups. Two experimental groups were, acceptance and commitment therapy (n=12) and functional analytic psychotherapy (n=12). Both groups received 10 two-hour treatment sessions once a week. Control group had 12 patients participated (waiting list). In order to assess the severity of GAD, depression, communication skill and psychological flexibility different questionnaires included: anxiety disorder questionnaire (GAD-7) (a=87%, r=76%), Beck depression inventory (BDI) (a=87%, r=74%), communication skill questionnaire (CSQ) (r=69.8%) and acceptance and action questionnaire (AAQ) (a=87%, r=80%) were used. Statistical data were analyzed from repeated measures analysis of variance and paired comparison Bonferroni. Comparison of the treatment groups suggested that there was significant difference between acceptance and commitment therapy group with waiting list group in all scales except in depression variable, but in follow up was not significant (p=0.01). In addition, there was significant difference between functional analytic psychotherapy group and waiting list group in all scales and this difference maintains in follow up (p=0.01). Comparison between experimental groups (acceptance and commitment therapy with functional analytic psychotherapy) in posttest, indicates that there was not significant difference between two groups, except in depression variable, but in follow up was not significant different between acceptance and commitment therapy and functional analytic psychotherapy in anxiety, depression, communication skill and psychological flexibility variables (p<0.01). Based on the results of this study, in posttest, functional analytic psychotherapy was more effective in decrease of depression. However, both acceptance and commitment therapy and functional analytic psychotherapy showed significant changes in general anxiety disorder symptoms. Attention to efficacy of two approach (acceptance and commitment therapy, and functional analytic psychotherapy) on improvement of patients with general anxiety disorder under basic anxiety symptoms, this research not only provided an empirical support for functional analytic psychotherapy in treatment of general anxiety disorder but also can be useful for another anxiety disorders. This study propose to combine two approach in treatment of anxiety disorder.

Learning disruption is significantly related to academic achievement or daily activities that require reading, math, or writing skills, and therefore, help to people with learning disabilities and ways to overcome it has been very much considered. Disorders of math learning (dyscalculia) is one of the major learning disorders that its rate in school age children report-ed at around 1%. In Iran, the prevalence of dyscalculia has been reported as 8.18%based on meta-analysis results of four studies. The Misha and Kusha educational software is one of the educational software offered by the market, which its manufacturers claim, due to its specific characteristics, can be effective in reducing learning disorders, including mathematics, and has been approved by authorities. Now, the study question is whether the educational software Misha and Kusha, as claimed, has been able to reduce the math disorders of third year elementary students who have math disorders in Hamedan learning centers for treating learning disor-ders. Therefore, the objective of this study was to study the effect of the multimedia educational method of Misha and Kusha in reducing the learning disability in students with math learning disorder. In this study, a quasi-experimental design with pretest-posttest design with control group was used. The statistical popula-tion of the study consisted of all students with secondary school-based math disorders in Hamadan city (west of Iran) who were in educational centers for treatment of learning disorders, and their number was 100 students (60 girls and 40 boys) according to the general department of education. In this study, by using stratified sampling method, 30 students were replaced in two groups of 15, including 9 girls and 6 boys. After performing pre-test (Iran KMAT standard test) for both groups and ensuring no significant dif-ference between the groups were selected as the experimental group and the other as control. Misha and Kusha educational pro-grams trained students of the experimental group during 12 sessions of 45 minutes. After the end of the training period, simultane-ous post-test was performed for both groups. Descriptive statistics including frequency, percentage, mean, standard deviation and statistical tests of covariance were used to analyze the data. Results of multivariate covariance analysis indicated that the observed difference between the mean of the two groups was significant in all subjects taught including counting, addition, subtraction and multiplication at the level (p≤0.05). Therefore, it can be said that education with the Misha and Kusha educational software was effective in reducing math learning disorder. The mean of post-test in experimental group in the counting of the numbers was 0.40 versus 1.40 in the control group, the mean of addition numbers in experimental group was 0.67 versus 1.97 in the Multiplication of numbers, in the subtraction of the numbers of the experimental group was 0.77 versus 2.73 in the control group and in the mean of multiplication of numbers in the experimental group was 1.20 versus 1.32 in the control group. In other words, in all cases, math-learning disorder has decreased more than the control group in the experimental group. Educational interventions based on multimedia and educational software have been effective on reducing students' mathematical learning disruption. Therefore, it is possible to teach these students to use of this multimedia suggested as an effective way to reduce math-learning disorder.

Adolescents orphan and headless are more face with problems and behavioral-emotional disorders than normal people in society and because of living in a limited environment and separate from their parents and family, have lack necessary skills to live in society. One of these essential skills is having cognitive flexibility to understand the surrounding people and examine issues from a variety of points of view. In adolescence, the puberty crisis also exacerbates these problems, and the need for more attention to this group of people is felt. Therefore, the purpose of this study was to investigate the effectiveness of group therapy narration on cognitive flexibility of headless adolescent girls in welfare centers of Mashhad. The present study was a semi-experimental design with the experimental group and control group. Evaluation was performed with pre-test, interventional and post-test. The statistical population consisted of all orphans and headless adolescents girls in welfare centers of Mashhad, among them were selected twenty people by available sampling method and randomly assigned into two experimental and control groups (each group was 10) and the experimental group received 8 sessions of 90-minutes of narrative therapy. To measure the cognitive flexibility variable, Dennis and Vander Wal's cognitive flexibility inventory (made in 2010) was used. Outside of Iran, the simultaneous validity of this questionnaire with Beck depression inventory (-0.39) and its convergent validity with the cognitive flexibility scale of Martin and Robin (0.75) and the reliability of Cronbach's method was (0.91). Also, in Iran, reported a total retest coefficient scale of (0.71) and Cronbach's alpha coefficients of the total scale of 0.91. Data were analyzed by SPSS-20 software at two levels of descriptive statistics and inferential statistics. Descriptive statistics indexes including frequency, mean and standard deviation, and inferential statistics indexes including covariance analysis method were significantly (p<0.05). In the experimental group, the mean of total cognitive flexibility score was 69/4in the pre-test, which reached 93/8 in the post-test, but in the control group the mean for the pre-test was from 96/6 to 91 in the post-test. The mean scores of the component of alternatives to human behaviors in the experimental group increased from four in the pre-test to 11.7in the post-test, while in the control group it increased from 7.7 in the pre-test to 7.9 in the post-test. The mean of pre-test scores for the control component was 33 in the experimental group, which was 46/40 in the post-test. However, in the control group, the mean in pre-test was from 49.7 to 50.3 in post-test. In addition, the mean scores of the component of the alternatives in the experimental group increased from 33 in the pre-test to 46/40 in the post-test, but in the control group from 49.7 to 50.3 increased. Covariance analysis showed that the overall score of cognitive flexibility and subscales of alternatives to human behavior and control in post-test and in the experimental group were significantly increase than the control group (p=0.001). Never the less, there was no significant increase and difference in the sub-scale of the alternatives between the two groups (p=0.068). According to the findings, group therapy narrative has been effective on the cognitive flexibility of headless adolescent’s girls in welfare centers of Mashhad. Therefore, the use of this treatment is effective and it is recommended for identifying problems and reconstructing the personal narratives of headless adolescence.

Learning disorders are considered as great obstacles to academic achievement and learning of individuals. Reading is one of the major methods of acquiring information, knowledge and one of the most prominent learning tools for students. The existing reality represents that low ability of the students in learning disabilities and a weakness in acquiring this skill. Specific learning disabilities with specifier dyslexia is a heterogeneous symptom that comes because of phonetics flaw and obviously, reading disorders can cause many problems for individuals. The aim of the current study was to determine the effect of self-regulation strategies training to improve reading skills of male students with specifier dyslexia. This study was a quasi-experimental with pre-test/post-test and a control group. A total of 27 male elementary school students with specific learning disabilities with specifier dyslexia from Rasht city (North of Iran) in school year 2016-2017.Theywere selected as available based on clinical interviews and information in their educational records that they had been diagnosed with specific reading disorder, learning disorder. Subjects assigned to two experimental and control groups. Ten sessions of self-regulation strategies training were performed for the experimental group. Reading and dyslexic test was used before and after training to collect data. This test had 10 subtests for reading words, word chain, rhyming, naming images, understanding text, understanding words, removing voices, reading nonwords, signs of the letters and the signs of the category. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis) by SPSS version 23 and the significance level for all tests was 0.05. Results of multivariate analysis of covariance with removed pre-test scores effects revealed that self-regulation strategies training were significantly improve reading skills of the experimental group in comparison with the control group(p<0.05).Results obtained from the multivariate analysis of covariance showed a significant difference between mean scores of reading words(F=129.11), word chain(F=213.17), rhyming (F=355.56), naming images(F=327.78), understanding a text (F=49.37), understanding words (F=210), removing voices(F=1.23), reading nonwords (F=62.95), signs of letters (F=838.59) and signs of category (F=1.73) between the experimental and control groups. In the experimental group, mean and standard deviation of post-test scores were increased in comparison with the pre-test, but in the control group, there was no significant difference in reading skills in comparison with the pre-test and post-test scores. Considering the study findings in effectiveness of self-regulation training in reading skills, it is necessary to design broad programs to improve the ability of children's reading performance based on self-regulation education. Attention to the psychological problems of these students could be effective in expanding their learning and these results have important implications for using these skills as an interventional method in schools and health centers.

Emotional intelligence refers to the ability of controlling one’s own emotional tendencies and understanding feelings of other individuals which results in the occurrence of calm and calculated behaviors in relation with others and continence. In fact, it is via emotional intelligence that an individual is able to keep his/her positive mood and enhance it. This ability generates a lot of positive consequences for the individuals. Thus, its investigation and evaluation in students with special needs (e.g. visually impaired, hard-of-hearing and gifted high school students) as well as their peers in normal education schools is very significant. Because of suffering from limitations and deprival, those students with special needs are deprived of a lot of experiences which can have a lot of influences on their emotional transformation and elaboration; the present study is to compare components of emotional intelligence in high school students with visual impairment, hearing impairment, as well as gifted and peers in normal education schools. The present study is a causal-comparative research. The population consisted of all male and female high school students with visual impairment, hearing impairment, and gifted and normal ones. The sample size included 120 students selected via the convenience sampling technique. As a result, 30 students with visual impairment, 30 ones with hearing impairment, 30 gifted ones, and 30 normal ones were selected. The sample groups were homogenized in terms of age, gender, and academic grades. The Bar-On EQ I® was selected for collecting data both individually and in schools. To analyze data at the descriptive level, mean and standard deviation, and at the inferential level, MANOVA and Fisher's Least Significant Difference (LSD) follow-up test were employed. There is significant differences among the four groups of participants in terms of variables of problem solving (p˂0.001), happiness (p˂0.001), independence (p˂0.001), self-actualization (p=0.003), emotional self-awareness (p=0.004), realism (p=0.044), optimism (p=0.003), flexibility (p=0.003), accountability (p˂0.001), and sympathy (p=0.030). Moreover, no significant difference was observed among the groups in terms of variables of stress tolerance (p=0.362), interpersonal relationships (p=0.105), self-esteem (p=0.548), impulse control (p=0.156), and self-instrument (p=0.073). Findings indicated that those four groups of students were significantly different in terms of components of emotional intelligence. Emotional intelligence bestows this skill to individuals to manage their life pressures whose main part is the emotional aspect and solve their problems optimally. Students with special needs (high school students with visual and hearing impairments) are lacking in this skill. As a result, this issue imposes limitations on their lives and cusses them to experience a number of problems. According to the results of the present study, and since emotional intelligence should be a skill for explaining psychological problems of those groups and play an effective role in handling their social-emotional problems, by preparing educational programs for enhancing their emotional intelligence and consequently reducing their emotional-psychological-social problems, the grounds can be provided for growing their emotional intelligence and reducing their family and social problems.

In present era, attention to the issue of employment and use of existing workforce is one of the main concerns of each state. Unemployment among disabled people, in addition to creating many economic problems and difficulties for them also reduces their human, social and cultural status in society and promotes the spirit of despair, self-consciousness, recession and disability among them. The purpose of this study was to identify and prioritize the barriers to employment of motional disabled people in the private sector from the perspective of entrepreneurs and disabled people. The study, in purpose was an applied and in nature was a descriptive. Due to the complexity and specialty of this study, the statistical population of the study consisted of two groups. First group included all motional disabled people in Genaveh city (Bushehr province, south of Iran), who were over 15 years and second group was entrepreneurs in the city. A total of 67 people with motion-based disability were selected from the city using a snowball sampling method. Due to limited statistical population of the second group, all of them were selected as subjects (25 people). It should be noted that a number of entrepreneurs were experts in the welfare organization. In order to find an appropriate answer to identify the obstacles to employment of motional disabled persons, the interview was used in two stages. First, open-minded interviews with the motional disabled group were conducted to familiarize entrepreneurs with barriers faced by the motional disabled people. In the second stage, to determine which components expressed in terms of entrepreneurs were considered as real obstacles a supplementary interview was conducted with the entrepreneur Group. The result of this phase of the interview was the determination of all obstacles to the employment of motional disabled people in the private sector from the perspective of entrepreneurs. In this study, a pairwise comparison questionnaire was used to rank these barriers, the network analysis process (ANP) and Super Decisions software were used. Twenty and one components were identified as obstacles to employment of motional disabled people in the private sector. Confirmatory confirmation analysis showed that 21 component have been formed of five factors of individual ability, strategic, environmental, cost and attitude. All components have been influenced by their respective factors. It was also found that barriers to individual abilities the least important and strategic barriers are the most important barriers to employment. Of these 21 components, lack of a primary location for starting an activity with a weight of 0.0046 was the least important barrier, and persistence with a weight of 0.322 was the most important obstacle to the employment of motional disabled people was achieved According to the findings, it was found that motional disabled people in the field of employment in a private sector faced with five main obstacles individual ability, strategic, environmental, cost and attitude, which should be given serious attention.

Family is one of the most normal groups that satisfy human needs. The birth of a baby with learning disorder in a family can be the worst and most challenging event. This fact causes the creation of some inappropriate subjectivities and beliefs in this kind of children. Therefore, this study was carried out to compare the psychological hardiness and subjective vitality in ordinary students and students with special learning disorders. The present study was a causal-comparative research. The statistical population of this research consisted of all fourth, fifth and sixth grade primary school students including ordinary students and students with special learning disorders in the academic year 2015-2016 in the city of Khoosf in South Khorasan province. The sample included 30 students with special learning disorders who were selected through simple random sampling method among the students studying in training center for dynamic learning problems of the city of Khoosf and 30 ordinary students of this city who were selected through matching method (based on IQ, age, and gender and education grade). The instruments in this study were Psychological Hardiness Scale (Ahvaz short form) and Subjective Vitality Scale (SVS). Data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). Finding showed that the mean and standard deviation of psychological hardiness in the special learning disorder group (10.89±3.56) was lower than those of the ordinary group (15.66±3.72). Also, the mean of subjective vitality in the special learning disorder group (19.56±4.73) was lower than the ordinary group (26.18±5.02). Thus, there was a significant difference between the two groups of students in terms of the psychological hardiness and subjective vitality (p<0.001). The findings of the present research indicate that the students with special learning disorder enjoy lower psychological hardiness and subjective vitality than ordinary students and need more attention and psychological services; therefore, attention to training programs and counseling services is of special importance for these students. Therefore, by providing training packages for increasing mental vitality and psychological hardiness in schools, we can take appropriate measures to improve psychological and behavioral performance of ordinary students and students with learning disabilities.

Disability has been a social phenomenon since past times in societies; As regards the recognition of the existence and social relations, it has always been a significant problem. So there was no constant relationship between the social and scientific development of humanity on the one hand and the social status of persons with disabilities, on the other side. Disability of any kind may lead to psychological and behavioral crises. Disregard for these issues sometimes creates many problems for people with disabilities. Among disabilities, a physical type is a movement that External and Turner defined physical and motor disabilities as an injury that limits one or more of one of the significant activities of the individual's life. The aim of this study was the Forecasting of Self-Control with Social Skills and Emotion Regulation in Students with Physical Impairment. The research method was descriptive-correlational. The statistical population consisted of all students with disabilities in boys and girls in the second grade of high school in Urmia. Sampling method was used to select 108 students. Measurement tool for social sensitivity scales was Mattson (1983), Guarenfsky's Emotion Control Questionnaire, Kareije and Spinhaun (2001), Weinberger and Schwartz (1990) Self-Control Scale. Pearson correlation coefficient and stepwise regression were used to analyze the data and Using SPSS software at a significant level of 5%. Findings showed that the relationship with peers (p=0.04, β=0.18) and proper social skills (p=0.01, β=0.22) was positive and significant on Self-Control. The effect of aggression (p=0.001, β=-0.33) and non-social behaviors (p=0.04, β=-0.19) on negative self-parity is significant, and finally, the impact of rumination on negative Self-Control was significant (p=0.001, β=-0.38). There was a direct correlation between dimensions of social skills, two dimensions of the relationship with peers and appropriate social behaviors with self-restraint of students with physical disabilities and two aspects of aggression and financial behaviors have an inverse relationship with self-restraint. Also, from all aspects of emotional regulation, only ruminal thinking was able to explain the changes in the self-reliance of students with physical disabilities. It can be concluded that in general, social skills and emotional regulation of students with physical disabilities play an important role in self-reliance. Therefore, to increase the efficiency of physical disabilities, interventions that improve social skills, emotional regulation, are recommended.

This study was conducted to determine the effectiveness of cognitive-behavioral therapy of Leahy and schema therapy of Young on improving the multidimensional body self-relations in patients with social anxiety. this research is a quasi–experimental study, developed pretest-posttest type; with control group. Samples of study comprised 60 patients with social anxiety disorder. They selected randomly through cluster sampling. In experimental groups, 20 people were trained in cognitive behavioral therapy according to Leahy package and 20 people were trained in schema therapy according to Yang package, while 20 people in the control group received no training. Tool of study was MBSRQ questionnaire and data were analyzed through repeated measure analysis using SPSS software. In experimental groups there was significant difference in the multi–dimensional relations when entering the study, after treatment, and 6 weeks after treatment (p=0.004). While, in the control group, significant difference was not observed in this regard. This means that cognitive–behavioral therapy and schema therapy were effective in improving multidimensional body self–relations. In addition, Leahy protocol provided more improvement than schema therapy among treatment groups in terms of efficacy of the components of the multidimensional relations in the post–test and follow–up in the components of fitness assessment, fitness orientation and satisfaction of body (p=0.003). Based on the above results and in line literature of study, using aforementioned interventions in the related components will be possible in patients with social anxiety.

Exceptional children could threaten physical and mental health of their mothers. The rate of family vulnerability against that is high and caused severe mental health problems for a family. Parent awareness of their child's disability cause miss all of their dreams and hopes, and family problems starts. These problems may affect usual tasks of parent with child's treatment programs, emotional adjustment to different situations of child, spending much time on determining treatment, providing home care, addressing school problems, and dealing with disabled child's behavior problems. This can affect the life quality of mothers and children. Therefore, the objective of this study was to predict the parenting stress based on meaning of life and resilience in mothers of children with intellectual disability in the city of Urmia. The method of study was to correlational type of descriptive study. The study population consisted of 654 mothers of all children studying in exceptional schools in the Urmia city in academic year 2015-2016, which 208 mothers were selected from four schools using convenience sampling method. In this regard, the meaning of life questionnaire (PIL) of Krambaf and Maholick, parent stress questionnaire (PSI), and Connor and Davidson resilience questionnaire were used. Validity and reliability of the questionnaires have been approved. In order to respond the hypotheses, Pearson correlation coefficient and multiple linear regression through SPSS software were used. First, the pre-assumptions of multiple linear regression were investigated and results showed that there was no problem to use regression. Based on the results obtained, the correlation coefficient between the meaning of life and resilience and stress was obtained 0.815 and 0.568, respectively. In other words, the relationship between meaning of life and resilience and parenting was reverse. In addition, based on multiple linear regression results, meaning of life explains about 65% parenting stress changes and resilience explains about 12% of the parenting stress changes. Based on results obtained, it was concluded that as meaning in the life of mothers with exceptional children was higher, behavioral disorders of mothers reduce and thus the stress of mothers due to presence of disabled and exceptional children will reduce significantly. In addition, as resilience of mothers was higher, they could cope with parenting stress and it will have positive consequences. Therefore, according to the obtained results, it is recommended for education organization to hold educational workshops where the strategies to cope with stress are educated. Finally, it is recommended for education organization to take step in order to teach the concepts of resilience and the meaning of life that have significant impact on reducing the parenting stress of mothers with exceptional children.

The present study was conducted to determine the effectiveness of cognitive-behavioral therapy of Leahy and schema therapy of Young on social anxiety disorder and specific symptoms related to it. This study was a quasi-experimental study, developed pre-test and post-test type, with control group. Samples of study comprised 60 patients with social anxiety obtained the highest score in the social anxiety test of SPIN selected randomly through cluster sampling. In experimental groups, 20 people were trained in cognitive behavioral therapy according to Leahy package during 20 sessions and 20 people were trained in schema therapy according to Yang package, while 20 people in the control group received no training. Tools of study included SPIN questionnaire; and data were analyzed through repeated measure analysis using SPSS software. In the experimental groups there was significant difference in the social anxiety when entering the study, after treatment, and 6 weeks after treatment (p<0.004). While, in the control group, significant difference was not observed in this regard.
This means that cognitive-behavioral therapy and schema therapy were effective in reducing social anxiety. In addition, no significant difference was found among treatment groups in terms of efficacy of the components of social anxiety in post-test and follow-up. Based on the above results and in line literature of study, using aforementioned interventions in the related components will be possible in patients with social anxiety.

Autism spectrum disorder is a term used to represent a spectrum of conditions characterized by deficits in social interaction, communication, restricted interests and repetitive behavior. Autism is an invisible disorder that the autistic people are often looks like others. However, it is possible to carry out different and strange behavior. From the pervasive developmental disorder, autism is most prevalent and more than 75 percent of these disorders and its prevalence is increasing significantly. Babies later diagnosed with autism disorder were significantly delayed in the development of motor skills. In fact, the most basic response in children is movement. Any disruption in process of movement, affect learning system and causing learning problems. Motor activities improve perceptual system and play an important role in advancement of educational and social skills. The process of socialization of children begins with early motor activity and provide growth and motor development in childhood and in later years their sports participation too. Social development is process that causes the child to adapt to the social environment and relationships with others. The aim of this study was to investigate the effect of a selected sensorimotor integration program performed as group or individually on perceptual-motor ability and social development of 8 to 14 years old autistic children. For this purpose, 22 autistic children who were studied in one of the Shiraz's exceptional school in 2014-15, enrolled in the experiment. Inclusion criteria were aged 8-14 years, lack of acute physical and motor problems, severe poor vision and hearing, autism disorder based on dossier of student and lack of mental retardation. In the following their parents’ consent to the presence of children in the exercise protocol, through the questionnaire. Children randomly divided into two experimental groups and one control group (control group including six people and 2 experimental groups including eight people). In pretest, the perceptual-motor ability of subject were evaluated by short form Briuninks-Oseretsky test of motor proficiency and parents completed social communication questionnaires about their children. The experimental group engaged in 12 sessions of sensory-motor integration activities (group training and individual group). The activities were executed in each session for 45 minutes. The control group continued their daily activities without any intervention. The posttest was performed using short form Briuninks-Oseretsky test of proficiency and social development questionnaire after final session. For the analysis of data, the mean, standard deviation and analysis of covariance was used. Data were analyzed by covariance test (α=0.05). Data analysis showed that the sensory-motor integration activities have positive effects on perceptual-motor ability in autism children compare with control group but there was no significant difference between group and individual approach (p=0.327). This means that the group training was not more than individually training. Comparison of groups ranging social development showed that the difference in posttest between the control group and group approach was significant (p=0.007), but between the control group and individually approach was not significant (p=0.064) but social development of group and individual approaches, there was a significant difference (p=0.005). This means the group approach was better than individually approach. As a result, sensory-motor integration activities are recommended for autism children to improve their motor proficiency. Due to the importance of physical activity in perfect dimensions of children development, especially social development and motor proficiency and its impact on shaping the child's personality in adulthood, attention about this crucial stage is important. Because all the activity and attention in this period will be paid to children, in the future will improve the quality relationship with his children and the environment. The intervention involving sensory-motor integration with an emphasis on proprioceptive and vestibular senses significantly improved especially social development and motor proficiency in the studied population. It is recommended to use this program in educational and social settings for autistic children. In addition, it is suggested as a part of family education programs or planned programs for children with autism.

Definition of a term is a function through which you can obtain main features of each word or the same basic information in relation to each word. One of the main problems of autistic children is a defect in language semantics. They have poor memory performance in storing vocabulary information. Therefore, this study was conducted to evaluate the effectiveness of therapeutic curriculum based on semantic terms training semantic on improving word definitions skills of four high-function autistic children. The present study was quasi-experimental research in the form of a single ABA study. After studying literature and interviews with experts, a treatment program designed to needs of autistic children. After determining content validity, its effect on word definitions skill of high-function autistic children investigated. This research was among quasi-experimental case studies with ABA design. Four high-function autistic children were selected using non-randomized and straightforward convenience sampling method to participate in a 13-session therapeutic program based on semantic features. Speech and language pathologists approved the designed program, with content validity of CVR≥0.75. Then, the results of the program were evaluated using chart drawing, ocular analysis, Di Cohen effect size calculation, and recovery rate. Effect size in all four children was more than 0.8, and following a treatment program, all patients showed high rates of clinical recovery. The children obtained higher scores on the content aspect of word definition than on structural aspect. In term of content, responses to a functional, objective, particular category and second type combination and in time of structural aspect, phrase/quasi-sentence or simple sentence, vague and specific complex category responses showed the most frequencies. The planned treatment program has sufficient content validity and can be implemented in all speech therapy centers. Regarding the studies on the effect of the designed treatment plan on the content of word definition in four autistic children with high-performance and their increased scores, it can be concluded that the planned treatment program has the potential to improve their ability since the treatment results were relatively stable follow-up stage. Also, increasing rates of higher-level responses may be regarded as another witness to the changes in their word definition skill, following the treatment program. It should be acknowledged that, by receiving a treatment program, these children would be able to improve their word definition skill, in a relatively short period. By comparing the results in these four children, motivation, linguistic level, family involvement in the repetition of exercises or implementation of other rehabilitation treatments in children can be mentioned as factors contributing to their improvement. Another point to note is that, in most cases, during the final treatment sessions, the gradient of change graph of the children has not been stabled yet. Until the end session, there has been an increase in scores and improvements in skills. From this observation, it can be concluded that the treatment protocol has the potential to increase the number of training sessions to enhance the children skills further.

  Social anxiety disorder is a vivid and continuous fear of being social ashamed situations or doing activities in the presence of others’ judgment. Social anxiety disorder is a chronic disorder with a gradual and early onset during adolescence, which leads to personal disabilities and distresses. The disorder is one of the most commonly occurring anxiety disorders characterized by persistent fears of social or functional situations. In the disorder persons fear from evaluation by others. The disorder significantly affects academic, social, family and personal performance as well as economic productivity of individuals, and puts sufferers at risk of major depression and low quality of life. Recently, researchers have discovered probable keys of mental processes participate in the disease vulnerability and factors that cause progress of the disorder. One of these mental processes is cognitive approaches such as cognitive-emotional deficit. Thus, aim of this study was to investigate the effectiveness of acceptance and commitment training on metacognitive beliefs and cognitive-emotional processing deficit of students with social anxiety disorder. The study was conducted with a semi-experimental design (pre-test/post-test) with a control group. Statistical population of the study consisted of 850 male and female students at Payame Noor University of Chabahar (Southeast of Iran). Sampling process was carried out in two stages: A) from each college, a classroom selected in a single stage cluster sampling and social anxiety questionnaire was given to the students; they were asked to answer to the questions thoroughly. B) Of the 80 subjects who achieved scores more than 20 in the Connor et al. social anxiety questionnaire, 36 subjects were selected and randomly assigned to the experimental and control groups (18 subjects in the control group and 18 subjects in the experimental group). In addition to social anxiety questionnaire, emotional processing scale and cognitive deficit questionnaire were used for collecting raw data. The collected data were analyzed by multivariate analysis of variance (MANCOVA). Results showed that, after eliminating the pre-test effect in the experimental group, there was a significant difference between mean scores of two groups in all components of cognitive processing deficit, for example in distraction (p<0.001), memory insufficiency (p<0.001) and inaccurate errors (p<0.001). There was no significant difference between mean scores of two groups in components of metacognition. According to other finding of the study, and after eliminating the pre-test effect in the experimental group, there was a significant difference between mean scores of two groups in the emotional processing deficit components, for example in emotion detection (p<0.001), emotional description (p<0.001) and thought externalizing (p<0.001). Therefore, considering the mean and standard deviation in the experimental and control groups in the pre-test and post-test, as well as the significance level and the Eta-square of studied variables, it could be asserted that acceptance and commitment training has been effective in decrease of cognitive-emotional deficit process and increase emotional process (p<0.001). While there was no significant difference between two groups in any metacognitive components (p>0.05). It is apparent that social anxiety brings on avoidance of social interactions and reduce or impairs people’s social function. Thus, when social anxious people try to use their cognitive or emotional skills or try to have a proper social interaction, the high levels of anxiety weaken or disrupt their function. The main purpose of the acceptance and commitment training is to create a mental flexibility. That is the ability to make practical choices among the various choices that are more appropriate, not a behavior as if the person wants to avoid thoughts, feelings, memories or disturbing tendencies.

To promote health, self-esteem, and communication skills, participation in daily activities of childhood is essential regardless of ability or disability. Participation deficiency can lead to isolation and withdrawal and has a profound impact on children. The purpose of this study was to investigate patterns of participation in children with Down syndrome 7 to 13 years compared with healthy peers at life habits. This was a descriptive-analytical cross-sectional study. The study population consisted of 36 children with Down syndrome from 7 to 13 years educating in special schools in Islamshahr (18 girls and 18 boys) and normal peers. The LIFE-H questionnaire was used to evaluate the participation of the children. Our findings showed that no statistically significant difference in the mean level of participation in Down syndrome and normal peers according to eating habits (p=0.064). In both groups, highest scores on the questionnaire was related to interpersonal relationships (Down syndrome mean=4.7, normal mean=4.9), and the lowest score belonged to the work (Down syndrome mean=2.72, normal mean=2.97). There was a significant difference according to the mean score of life habits between girls and boys with Down syndrome and normal (p<0.001). The total score of participation in the life habits was lower in children with Down syndrome than the normal kids. However, the participation scores were same in some areas of life habits (e.g. participating in dietary habits), with their normal peers.

Background & ubstance abuse is one of the major biological, psychological, and social issues. Various factors contribute to the explanation of addiction. One of these factors is resiliency that causes constructive coping with stressful problems. Also, The quality of life that means the individual's sense of satisfaction from different areas of life and Subjective well-being that includes positive emotional experiences are involved in explaining high-risk behaviors such as substance abuse. So considering that drug addiction is one of the psychosocial and social harms associated with many negative consequences, it is necessary to study the factors that are involved in Substance abuse. Thus this research aimed to determine the Comparison of resilience, quality of life, and subjective well-being in Men with opiate substance abuse and normal men of Rasht city. In the current research, two groups compared, and the research method was casual- comparative. The statistical population included all opium dependent men referring to addiction treatment centers in Rasht city. In this research, 200 men (100 males with drug abuse and 100 normal males) selected with available sampling method, then Groups were matched in terms of demographic characteristics. Participants responded to psychological resilience scale, world health organization quality of life questionnaire, and subjective wellbeing scale. The research tools were valid and reliable. The Data analyzed by SPSS-21 software using multivariable analysis of variance. The mean age of the addict group was 28.90 years, with a standard deviation of 3.34. Also, the mean age of the healthy group was 29.79 years, with a standard deviation of 3.91. The majority of the addict group (66%) and healthy group (64%) had a high school diploma. The mean scores of the addict group in resilience, quality of life, and subjective well-being were 48.36, 71.57, and 258.18 and the mean scores of the normal group in resilience, quality of life and subjective well-being were 64.32, 75.37, and 304.8. The results of the multivariable analysis of variance showed that there is a significant difference between groups In terms of resiliency and the scores of Men with opiate substance abuse were lower than normal men (F= 116.49; p<0.001). Also, the results of the multivariable analysis of variance showed that there is a significant difference between groups In terms of quality of life and the scores of Men with opiate substance abuse were lower than normal men (F=40.12; p<0.001). Finally, the results of the multivariable analysis of variance showed that there is a significant difference between groups In terms of subjective well-being and the scores of Men with opiate substance abuse were lower than normal men (F= 50.99; p<0.001). Low level of resilience, quality of life, and well-being are factors that lead individuals toward more drug abuse. Psychological resilience makes individuals more flexible for life-threatening events. The quality of life increases an individual's sense of satisfaction from different areas of life, and Subjective well-being increases the experience of positive emotions and happiness of individuals. The mentioned items are effective in improving individual and social actions. As a result, constructive coping strategies increase, and addiction tendency decreases. Therefore, suggest that courses based on psychological resilience skills learning, subjective well-being promotion, and quality of life promotion be held in Addiction treatment centers.

Family is the basis of the great human community and has a fundamental role in the strength of social relations and growth of every member of the community. Levi considers the family as a social unit on which marriage is formed. One of the most critical factors that affects the survival and growth of the family is healthy relationships based on couples' consistency and understanding. Marital adjustment is one of the most critical factors affecting the family and family life is formed by the interactions of everyday life of a husband and wife. Of course, what is essential in marriage is marital satisfaction; therefore, the study of factors affecting marital satisfaction is significant. The purpose of this research is a comparison of the effectiveness of social problem-solving skills training method for increasing the level of adaptability and marital satisfaction in incompatible couples. This research was a semi-experimental study using a pretest-posttest design with a control group. The statistical population of the study consisted of 12 couples referring to counseling centers in Ardebil under the supervision of the psychological system during the years 2017-2018 for solving marital conflicts and problems. Qualified couples randomly assigned to two social test problem-solving groups (6 couples) and a control group (6 couples). The first group received social problem solving, and the second group did not receive any training. Two questionnaires were used to collect data. Compliance and Family Connectivity Scales that the of the present scales were reported 0.74 reliability for the dimension of integration by Cronbach's Alpha and 0.75 reliability for the compliance dimension by Mazaheri and other colleagues. And Enrique's Marriage Consultation Standard Questionnaire that the internal correlation of this test has been reported 0.93 for the long form, and 0.95 for the short way by Soleimanian and also Ellson et al. have reported that Cronbach's alpha coefficient for this questionnaire was 0.92 and its reliability based on the internal consistency method, Cronbach's alpha is 0.85. The statistical method used in this study was the descriptive and inferential and multivariate analysis of variance (MANOVA) used to analyze the hypotheses, and also data were analyzed using SPSS software. According to the results of the Kolmogorov-Smirnov test (K-S), the significance level for research variables is larger than the error value of 0.05. (Adaptability (0.086) and marital satisfaction (0.201)). So these variables have a normal distribution. The results of multivariate analysis of variance analysis in maladaptive couples showed that the amount of Lambda-Wikis is 0.043, which is significant (p<0.001) - according to the results of multivariate analysis of variance, adaptability and about the value of F=7.3, also considering that the significance level of the test error for the confidence level 0.99 is less than 0.001. Therefore, it can be said that the teaching of the social problem-solving method increases the adaptability of incompatible couples. According to the results of multivariate analysis of variance analysis, marital satisfaction, and about F=26.67 and also considering that the significance level of the test error for the confidence level 0.99 is less than 0.001. So, it can be said that teaching social problem-solving method increases marital satisfaction in maladaptive couples. Finally, the results showed that there is a significant difference between the two groups of social problem-solving intervention and the control group in the difference between the pre-test and post-test scores of adaptability and marital satisfaction (p<0.001). So the results indicated that social problem solving as a cognitive strategy could be effective in the emergence of couples' emotional responses thus, teaching social problem-solving skills could have a positive effect on the degree of adaptation and marital satisfaction of maladaptive couples. The results clearly showed that social problem-solving skills training caused couples to become more intimate, and this educational intervention program has been effective in improving marital intimacy. In the final explanation of the results, it can be concluded that the social problem-solving skill method has a significant effect on increasing the level of adaptability and marital satisfaction in maladaptive couples.

Today one of the most critical challenges facing psychopathology is the study of the characteristics that making people vulnerable to mental disorders. Generalized anxiety disorder is a severe, common, and highly disabling mental disorder in men and women that causes substantial distress and impairment in individuals and places an enormous burden on society; For example, this disorder associated with significant consequences including suicidal ideation, suicide attempts, role impairment, functional impairment, physical impairment and decrease in quality of life. Generalized anxiety disorder remains poorly understood relative to other anxiety disorders and has been more challenging to treat. This disorder is characterized by excessive anxiety and worries, difficulty in controlling of worry as well as psychological and physical complaints, including muscle tension, restlessness, fatigue, difficulty in concentration, irritability and sleep problems. So far, different behavioral, cognitive, metacognitive, and emotional models have been presented about generalized anxiety disorder. Also, several factors can be associated with a generalized anxiety disorder. Spiritual coping is another variable that can be associated with a generalized anxiety disorder. Therefore, this study aimed to investigate the relationship between religious coping and widespread anxiety disorder symptoms in students. This study was a descriptive correlational study. The population in this study consisted of all undergraduate students from public universities of Tehran. The sample consisted of 700 students 18 to 28 years old from public universities of the Tehran (Shahid Beheshti University, Allameh Tabataba'i University and University of Tehran) in 2016-2017 who were selected by multistage cluster sampling. The participants completed generalized anxiety disorder 7-item scale (GAD-7; Spitzer, Kroenke, Williams & Lowe, 2006), Penn state worry questionnaire (PSWQ; Meyer, Miller, Metzger & Borkovec, 1990) and spiritual coping questionnaire (SCQ; Charzyńska, 2015). Data were analyzed by SPSS24 and Lisrel software, using Pearson correlation and structural equation modeling. The significance level was 0.05. The age average and standard deviation of participants was 21.94 (±3.17). The results of the present study showed that there is a significant relationship between positive spiritual coping and its components, namely positive person, social, environment and religion coping with generalized anxiety disorder symptoms (p<0.01). There is a significant relationship between negative spiritual coping and its components, namely negative person, social and religion coping with generalized anxiety disorder symptoms (p<0.01). Also, there is a significant relationship between positive spiritual coping and its components (except positive social) with worry (p<0.01). There is a significant relationship between negative religious coping and its components with worry (p<0.01); Positive and negative spiritual coping predicted generalized anxiety disorder symptoms (p<0.01). Also, proposed model about the relationship between spiritual copings and widespread anxiety disorder symptoms has an acceptable fit with the data. The results of this study showed that there is a significant relationship between spiritual coping and generalized anxiety disorder symptoms. The results emphasize the importance of spiritual coping inexperience of generalized anxiety disorder symptoms. Also, this finding underscores the importance of the combination of spiritual factors in the interventions or treatments of generalized anxiety disorder.

Various studies have shown that there is a difference in phonological working–memory function between stuttering people and healthy. Many studies have shown that working memory capacity can be improved through education. Different studies have done on clinical populations with working memory deficiencies, their results have shown that impact of training on the performance of speech and language is undeniable. It is important consider the deficiencies of working memory as a factor that impact on speech, language and its effect on stuttering improvement. On the other hand, previous studies have shown effect of working memory deficiency on people with stuttering but few studies have ever addressed about the effect of improved status of working memory in stuttering. There is a lack of specific information regarding to the treatment of stuttering in school–age children. Therefore, the present study was to determine the effectiveness of non–word repetition on stuttering severity of stuttered school–age children. A total of 5 stuttered school–age children from waiting lists of different speech therapy clinics were participated in this single subject study. After determining their baseline status and measuring their stuttering severity (stuttering severity was determined based on the syllable stuttered percentage for each session and the curve of the baseline was drawn) and finally, children entered into the intervention program. For determining the baseline status, a series of supplementary evaluations were performed before the treatment. Supplementary evaluations were performed just before and after the treatment; as follows, (a) measurement of the syllable stuttered percentage according to unplanned telephone call, (b) performing non-word repetition test by Bakhtiar et al., and (c) severity rating (SR) test by families. Finally, the children entered into the treatment program and received 18 individual treatment sessions on non-word training. Variations of stuttering severity were systematically measured and documented during and after conducting treatment protocol. The research tool was the non-word repetition protocol. Data analysis showed that participants recorded a statistically significant change (p<0.05) and decline in percentage of syllables stuttered and severity stuttering, following the intervention. Based on the study findings, children's performance was stable at the baseline, following the treatment, the participants showed reduced percentage of syllables stuttered. PND indicators suggested that the intervention was effective for a participant to 100% certainty. The effectiveness of treatment was 80% in participants 3 and 4 and 50% in participants 2 and 5. According to Cohen’s d indicators, the effect of treatment was high in all 4 participants. According to the pre–post assessments, the usual stuttering severity, worst stuttering severity and SS % decreased in participants after the treatment, compared to before and only in the participant 5 did the usual stuttering severity remain unchanged before and after the study. The results from this study showed that an intervention of non-word repetition statistically eventuated in decreases of the severity of stuttering in children participated in this study; consequently, these results provide the preliminary evidence that supports the usage of a non-word intervention as a complementary treatment approach by another treatment approach in children who stutter. However, significantly reduce the severity of stuttering is debatable.

Autism spectrum disorder (ASD) is a term referred to sever psychological problems in children, which appear before 36 months. Autism spectrum disorder is developmental disability that can cause significant social, communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people. People with ASD may communicate, interact, behave, and learn in ways that are different from most other people. Learning, thinking, and problem-solving abilities of people with ASD can range from gifted to challenge. Some people with ASD need to help in their daily lives more than need in normal people. These impairments affect the development in a bad way and lead to deficiency of children. Most of the people with an obsessive-compulsive disorder have the common symptoms with autistic children like repetitive actions, tidiness and tending to order and arrangement. Considering the high prevalence of anxiety disorder, especially obsessive-compulsive disorder in autistic children the objective of this study was to investigate the symptoms of obsessive-compulsive disorder in parents of autistic children to find whether if these traits passed from parent to their children. The research design was descriptive and correlational. Population of this study consisted of parents who had autistic and normal children. In this study, 50 parents with autistic children were selected by a convenience sampling method and 50 parents of normal children were selected by using multistage cluster sampling. A child psychiatrist certified diagnosis of autism in all children and all of the autistic children were the member of the community of autistic children. Maudsley questionnaire, which has 30 items, was used to find obsessive-compulsive parents. This questionnaire consists of four scales: checking, tidiness, slowness and uncertainty. Each scale concludes ten items. This test gave to the parents and they took to the examiner after filing. The result of independent samples t-test showed that parents of autistic children (9.46) had high score than parents of normal children (4.53). The significant difference referred to washing scale. In addition, the result of t–test for two independent groups indicated that there is a significant difference at level (p<0.001) between the total mean of two groups. In addition, the result of F test showed that there was a significant difference in predictive variable (obsession) in parents of autistic and normal children (p<0.001). According the special value (0.64) it could be said that high variance of the dependent variable of two groups was explained by discriminant function. In addition, Wilks Lambda showed the function at the level (p<0.001) was significant. High intensity obsession of obsessive-compulsive disorder in autistic children may indicate that parental obsessive-compulsive disorder was a predictive variable for autism symptoms in their children. In addition, these results showed that autism spectrum disorders had comorbidity with obsessive-compulsive disorder.

Depression (major depressive disorder) is a frequent and severe psychiatric illness that negatively affects how you feel, the way you think, and how you act. Depression causes feelings of sadness and a loss of interest in activities once enjoyed. It can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at school and at home. Researchers have identified the factors associated with depression in childhood. Social support is a multi-dimensional concept defined in various ways, for example, it can be defined as a resource provided by others, as a means to deal with stress, or as an exchange of funds. On the other hand, some scholars have defined social support as the amount of love, companionship, care, respect, attention, and assistance received by the individual by individuals or other groups such as family members, friends, and others. The purpose of this study was to explain depression based on the direct role of social support and the mediating role of attribution styles in children. The research method was descriptive and correlational methods. The statistical population of this study was all children of Tehran's welfare centers in 1120 children aged 7 to 12 years in 79 centers in 2018 that 545 children selected by the available sampling method. The research instruments included the Kovacs Children's Depression Inventory (1992), Peterson & Seligman Children's Attribution Stress Questionnaire (1984) and Procidano and Heller's Social Support Questionnaire (1983). Data were analyzed using SPSS-22 and AMOS 23 software. Path analysis and Pearson correlation applied to analyze the data. Pearson correlation showed that there is a negative and significant relationship between internal and negative attribution styles with depression (p<0.001) and negative internal consistency, stability, and general styles with depression (p<0.001). Also, social support had a negative and significant relationship with depression (p<0.001). There was a significant correlation between the total score of attribution style, social support, and depression (p<0.001). Also, at the level of the structural equation, social support with the mediating role of attribution styles can predict depression in children, and this model has fitness (p=0.0001). In general, the results of this study revealed that social support with the mediator role of attribution styles could be a desirable model for predicting depression in children. As a result, the results of this study can be used to identify the type of social support and attribution style in psychological counseling in depressed children.

Attention-deficit hyperactivity disorder (ADHD) as one of the most ‎prevalent childhood disorders, which can have negative impacts on all aspects ‎of personal life, has always been a hotspot for mental health professionals. ‎Because of complications and negative consequences of this disorder, which ‎include aggression, object-manipulation, high-risk behaviors, poor school ‎performance, and academic failure, psychologists, psychotherapists, and ‎educational experts have tried to address and treat this disorder by various ‎methods. These children hardly can sit around; instead, they are fidgety and ‎continuously in motion, and especially in a classroom setting, which requires sitting ‎quietly for an extended period paying attention to classroom topics, they are in ‎serious trouble. In the long run, they are exposed to continuous misconception ‎and abuse, especially in their house by their parent. So, improvements in ‎the parent-child relationship can decrease interpersonal issues, which, in turn, ‎results into a correction in parents’ characters/behavior style regarding their ‎children, while improving problematic behaviors of these children too. Current ‎research, therefore, targeted the effectiveness of Brain Gym and Child-parent ‎Relationship therapy programs on the symptoms of this disorder.‎ This research was a control group pretest-posttest ‎design, a type of quasi-experimental research design. The statistical population ‎included all the children who have ADHD who attended consultation ‎centers in the city of Gorgan. Of those qualified children aged 7-10, which had ‎no other physical or mental disorder, having at least one literate parent ‎voluntarily participating in the research, we selected 30 children, with their ‎parents, randomly clustered into 3 groups; 10 children in Brain Gym group, 10 ‎children in Child-parent Relationship therapy group, and 10 children in the ‎control group. Before the intervention, we pretested these groups using the ‎Conners’ Parent’s Questionnaire. Then, the Brain Gym test group participated in ‎an educational program consisting of 8 sixty-minute sessions comprising 26 ‎Brain Gyms. In the Child-parent Relationship therapy ‎group, parents ‎participated in 10 ninety-minute sessions of Child-parent Relationship therapy ‎in which they took assignments, their performances evaluated, and proper ‎feedback and recovery training given to them; no training program ‎implemented in the control group. After finishing the therapy methods, the three ‎groups underwent the posttest, and after two months, all these groups were ‎followed up to evaluate the sustainability of the therapeutic effects. For the sake of ‎follow-up, and to deduce and understand the association of descriptive ‎statistics variables, including frequency, percentage frequency, mean, standard ‎deviation, standard error, we utilized repeated measures design — the analysis ‎performed by SPSS software (version 24).‎ The results suggest that both therapy methods were effective in ‎decreasing ADHD symptoms (p<0.001), however, the significance of Brain Gym ‎results were higher than that of Child-parent Relationship therapy (p<0.001). ‎These findings indicate that those methods meaningfully decreased the ‎symptoms of ADHD children comparing to the control group. Additionally, the ‎results suggest that the significant difference between the test group and the ‎control group, about ADHD symptoms of these students, were ‎sustainable after two months of follow-up.‎ Based on the results of this research, Brain Gym and Child-parent ‎Relationship therapy training program can improve ADHD symptoms, so we ‎suggest that to enhance ADHD children’s condition, such training methods to be ‎implemented in various educational/therapy centers as well as in the house by ‎their parents, as a complementary therapy for these children. We suggest that ‎tailored, coherent training programs be made for parents and teachers to handle these children strategically; we also recommend that, during training ‎sessions, the fathers’ potentials to be utilized more than before, while studying ‎more about the effectiveness of their role.‎

Generalized anxiety disorder is one of the common psychiatric disorders that causes discomfort and abnormality in its behavioral and cognitive behavior. Chronic garment, high prevalence, and association of generalized anxiety disorder with psychosocial disturbances suggest this disorder as one of the most severe disabling disorders in adulthood, which shows a weak recovery without treatment. Emotional exacerbations increase abnormal physical stimuli, illuminate physical symptoms of emotional arousal, and display emotional distress through physical complaints. However, the effect of interpersonal psychotherapy on emotional anxiety and anxiety felt in women with anxiety as a research vacuum. Therefore, this study aimed to investigate the effectiveness of interpersonal psychotherapy on stress and emotional anxiety in women with generalized anxiety. This research was a quantitative study. In this research, a semi-experimental design with pretest and posttest design with the control group was used to investigate the effect of interpersonal psychotherapy on anxiety and emotional anxiety in women with generalized anxiety. The statistical population of this study was all women with general anxiety in Tehran. From this population, 30 women with generalized anxiety were selected using available sampling method. The women divided into control and experimental groups using simple random sampling. The data collection tool was Toronto Emotional Inventory and the Beck Anxiety Questionnaire. First, for experimental and control groups, anxiety and excitement pretest was performed for both groups (experimental and control), then a lesson of 8 sessions of psychotherapy was conducted between the individual for the experimental group, but for the control group, no training or treatment applied; immediately after An interpersonal psychotherapy was completed for the experimental group, posttest, anxiety and emotional collapse for both groups, and finally analyzed by SPSS software 20 and ANCOVA. In this study, 30 women with generalized anxiety (15 women in the control group and 15 in the experimental group) were present; the mean age was 30.3, with a standard deviation of 3.7 years. The education status of the participants was in both groups of peers, consisting of 3 people in the cycle, 5 in the diploma, 5 in the undergraduate degree, 12 in the bachelor's degree, and 5 in the master's degree and higher. The mean of anxiety decreased from 49.37±8.63 to 27.74±10.98, and the Alexithymia of the experimental group dropped from 60.11±8.15 to 43.43±10.11, respectively, and the results of the covariance analysis indicated that interpersonal psychotherapy significantly reduced the anxiety and Alexithymia of women with generalized anxiety (p<0.001). The findings of this study indicate that interpersonal psychotherapy as effective short-term treatment is effective in anxiety and emotional anxiety in women with general anxiety. According to the above, this method of treatment, both economically and economically timely, can be widely used in counseling and psychotherapy centers and clinics.

Background & Nowadays, the drug crisis is one of the major global crises, and researchers in the field of psychology have been focusing on the causes and treatment of drug addicts. About this behavior, there are several titles that one of these titles is social utility. Social utility is how to interact with people in different emotional situations and use this indicator to create a productive relationship with them. The primary purpose of this study was to investigate the relationship between attachment styles and initial maladaptive schemas with the social utility of leaving addicts in Malayer. The research method is descriptive, using correlation-prediction method and is a cross-sectional study in terms of time. The statistical population in this study was all addicts who left the city of Malayer in 2017-18. The statistical population of the study was the Morgan table and available sampling method. Two hundred ten drug addicts were selected. The criteria for entering the research were: having an addiction, being absent, and patients being interviewed by a psychologist, having no mental disorders or a specific personality, and written consent of the patient. So, after coordination with the addiction treatment clinics of Malayer, the questionnaires, including social utility, attachment styles, and early maladaptive schemas were provided to the patients. Data gathered, firstly, to the patients. The inquiries explained, and they were asked to answer the questions carefully; they were confident about the confidentiality of information and observance of research ethics. Data gathered, and Pearson correlation test was used to investigate the relationship between variables and multiple regression using simultaneous input of predictive variables to predict social desirability. Pearson correlation showed that there is a significant correlation between social utility with secure attachment style (R=0.543, p=0.01) with avoidant insecure attachment (R = -0.43; p <0.01) and Unspecified double bias (R=-0.339; p <0.01). There is reverse and meaningful correlation. Also, there is a significant correlation between all dimensions of early maladaptive schemas except for the degree of dependence on social utility. There is a positive and significant correlation between dimensions of stubborn standards, self-control, and obedience with social utility dimensions, and there is a reverse correlation between the other dimensions of early maladaptive schemas and social utility. The highest correlation coefficient of social utility was with dimensions of self-restraint (0.556), emotional inhibition (0.567), and abandonment (-52.5). The size of the coefficient of determination between the social utility variable and the dimensions of the initial maladaptive schemas and attachment styles is 0.89. The adjusted coefficient of determination between the social utility variable and the dimensions of the initial maladaptive schemas and attachment styles is equal to 785.0. This result suggests that about 78 percent of changes in the social utility variable can be determined through the dimensions of early maladaptive schemas and attachment styles. The ambivalent attachment style and emotional deprivation schemes, abandonment, defect, dependence, occupation, and emotional restraint, reverse and significantly predictive of social utility and safe attachment style, and social isolation schemas, sacrifices, stubborn standards, and self-esteem you positively were able to predict social utility. The main limitation of this study was non-random sampling, so caution should be taken in generalizing the results. Therefore, it is suggested that in the future research, in order to generalize the results, the random method should be used, as well as longitudinal and longitudinal studies in order to investigate the causal relationships of the variables on each other, and finally it is recommended to use other measurement methods such as peer assessment A friend hood study is conducted in order to investigate more precisely the research variables.

Pregnancy is a common occurrence among women of reproductive age and is often considered a time of joy and happiness for pregnant mothers. The mental and psychological state of pregnant women has a direct effect on the well-being of the mother and the infant. However, training of this era is often based on physical changes during pregnancy, childbirth, and after the birth of the baby from the perspective of medical and midwifery. Marital satisfaction and depression in pregnancy, mainly from family counseling point of view have not been addressed. Lack of this attention from the perspective of family counseling has an adverse effect. Therefore, admission and commitment training (acceptance and commitment therapy) as a treatment method has effective criteria for treatment. Therefore, the main objective of this study was to determine the efficacy of acceptance and commitment therapy on depression and marital satisfaction of pregnant women. This research was a semi-experimental design with a pretest-posttest design with the control group. The statistical population of this study was all pregnant women referred to the health center of Tehran (the capital city of Iran) second district in the second half of 2015. A total of 30 people were selected using the sampling method they randomly divided into two groups, experimental (n=15) and control (n=15). The instruments used in this study were the Beck Depression Inventory 21 and Enrique's Matrimonial Satisfaction Questions. These questionnaires approved in terms of validity and reliability. Acceptance and commitment treatment sessions conducted in 8 sessions and the health clinic for the experimental group, but no intervention applied to the control group; immediately after the intervention, a test for the experimental group, post-test depression and marital satisfaction performed for both groups Data were collected and analyzed using SPSS version 20 software. After using descriptive statistics (mean and standard deviation), a statistical analysis of covariance was used to compare the mean depression and marital satisfaction of pregnant women between the two groups due to pre-test. The reason for using this test was that in the present research, the researcher used it to control the effect of previous readiness and to modify the impact of this variable as a pre-test as a control variable. Posttest scores of the experimental group in the depression rate were significantly lower than the pre-test (mean pre-test was 29.936 ± 9.657 posttest, and the satisfaction rate was 20.036 ± 10.526). Marital status increased (mean pre-test: 111.462 ± 25.490 and posttest, 145.869 ± 33.526), but no significant change made in the control group. The result of covariance analysis also showed that the effectiveness of acceptance and commitment treatment on depression (p<0.001) and marital satisfaction (p<0.001) was significant. In general, acceptance and commitment therapy, which is one of the non-medical therapeutic methods and based on reducing stress and psychotherapy, has been able to improve the depression of pregnant women by using behavioral and mind-awareness techniques, clarifying values and goals, disrupting and engaging in action. The method could increase the marital satisfaction of pregnant women. According to the findings of this study, it is suggested that during pregnancy, due to the vulnerability of women and the embryo to its drugs and its complications; psychological treatment and pregnancy training should be used to resolve depression problems. To improve the mental and physical health woman and fun and joyful period, training new adaptive skills to prevent the effects of anxiety and depression, this method is suggested.

As a widely regarded positive psychology, concept, and psychological capital cause flexibility. Judging due to the high-stress levels and critical decision making requires high self-control over feelings. Psychological capital includes four components of resilience, self-efficacy, optimism, and hopefulness, which are linked to the reduction of stress and protects people from pressures, so causes improved job satisfaction, organizational performance, and efficiency. This study objective was to predict the state of satisfaction and burnout of the criminal judges of the country based on their psychological capital. The present study was performed using a survey-correlational method. As a statistical sample, 210 criminal judges from Iran provinces selected via convenient sampling. Questionnaires collected from 23 judges omitted from data analysis stage due to incompleteness. The surveys developed by Luthans (2007), Spector (1985), and Maslach (1981) were utilized to evaluate psychological capital, job satisfaction, and job burnout, respectively. In this study, we used indicators of descriptive statics, and statistical analysis like Kolmogorov-Smirnov test, spearman rank correlation coefficient and multivariate linear regression (α=0.05). Results from correlation analysis using Spearman’s rank correlation coefficient showed that all of the psychological capital components, (self-efficacy (p<0.001, r=0.336), hopefulness (p<0.001, r=0.358), resilient (p<0.001, r=0.307), and optimism (p=0.150, r=0.178)) had a direct correlation with judges’ job satisfaction. In the meantime, hopefulness had the most, and optimism had the least correlation with job satisfaction. Also, all components of the psychological capital self-efficacy (p=0.011, r=0.187), hopefulness (p<0.001, r=0.326), resilient (p<0.001, r=0.252), optimism (p=0.008, r=0.192) showed meaningful reverse correlation with judges’ job burnout. In a simultaneous review of the psychological capital components, self-efficacy (p<0.001) and hopefulness (p=0.030) had a direct and meaningful relationship with criminal judges’ job satisfaction and other components did not have any meaningful relation and had been omitted from the model. Also in Simultaneous review of components of psychological capital among criminal judges, hopefulness (p<0.001) can predict job burnout in judges, and other components did not show any meaningful relationship and had been omitted from the model. Findings of this study indicate that paying attention to programs that directly and indirectly leads to an increase in the components of the psychological capital keeps high-stressed criminal judges away from burnout and upgrades their job satisfaction. Among the components of psychological capital, hope is more effective than other parts; therefore when employing criminal judges, it can be chosen more conveniently by measuring this component and other ones of psychological capital and helps to hire people as criminal judges who have higher levels of hope.

Studies suggested that parenting a child with a disability have more difficulties than parenting of healthy children because developing a child with disabilities is associated with negative emotions and be frustrating and stressful in both physical and emotional aspects. It is noteworthy that the psychological health of parents has a direct impact on the children’s social, emotional, cognitive and behavioral development and with attachment quality, taking part in the education and treatment of their child, taking care of other members of the family and their psychological health. In general, emotional intelligence has a strong correlation with the ability to deal with problems, adjustment, positive judgment, decision–making, extraversion, flexibility, happiness and ability to coordinate the feelings and psychological development. Therefore, due to the importance of emotional intelligence in parents of autistic children, the present study was conducted to compare the emotional intelligence of children with autism spectrum disorder parents’ and parents of children with typical development. This study was causal-comparative research, and its statistical population was parents of children with autism spectrum disorder and parents of children with typical development in Uremia city (Northwest of Iran). A total of 50 couples with children with autism spectrum disorder were selected by availability sampling method from related keeping and educational center and a total of 50 couples with normal development children which were selected by multistage cluster sampling method from ordinary schools. Inclusion criteria for research were to have at least one child with an autism spectrum disorder in a family with having autism spectrum disorder child and had above secondary education of parents in both groups. Exclusion criteria were having psychotic disorders and mental retardation of parents in both groups. To data analysis, a T–statistical model for two independent groups was used for two separate groups. The bar–on emotional quotient inventory was used to collect data. This scale formed to assess capabilities, qualifications, and no cognitive skills that considered being on a person's ability to succeed in coping with environmental demands and pressures convenience. The results indicated that there was a significant difference between general emotional intelligence of children autism spectrum disorder parents with normal development children (p=0.02). In addition, there was a significant difference between some features of emotional intelligence including problem solving (p=0.04), happiness (p<0.001), interpersonal relationships (p=0.03), optimism (p<0.001), self–esteem (p=0.05) and flexibility (p=0.01). According to the findings of lower general emotional intelligence and some it factors in parents of children with an autism spectrum disorder, educational program in this field should be considered in early intervention for them.

Developmental coordination disorder is one of the most common motor disorders in childhood that have devastating impacts on cognitive performance and academic achievement in children. Therefore, the aim of this study was to determine the effect of perceptual–motor games on executive functions in children with developmental coordination disorder.

This study was a quasi-experimental with pre–test, post–test design. A total of 30girls with developmental coordination disorder were selected by accidental sampling and randomly assigned in experimental and control groups. Children were selected from Isfahan city (center of Iran) in education year 2013-2014. The experimental group received 16 sessions perceptual motor games–based intervention. Conner’s questionnaires, DCD–Q7 were used for two groups to collecting data in pre–test, post–test. Data were analyzed by using ANOVA.

The results showed that perceptual–motor play a significant effect on problem solving, planning and organizing their behavioral (p<0.001). In addition, early interventions based perceptual–motor plays were effective on executive functions in children with DCD (p<0.001).

Due to the findings of this study, the effectiveness of cognitive games–move was confirmed on the executive functions of children with developmental coordination disorder. Therefore, proper interventions to treat the cognitive problems of these children can be effective.

Attention to deficit/hyperactivity disorder as a clinical syndrome that is characterized by persistent attention deficit and hyperactivity disorder with impulsive behavior. The study aimed to investigate the group cognitive–behavioral training of mothers in reducing attention deficit/hyperactivity in their children.

This study was quasi–experimental with pretest, posttest and follow–up designs with a control group. A total of 30 mothers of children with attention deficit/ hyperactivity disorder with 6 to 12 years old based on a public call, structured clinical interview and DSM–5 diagnostic criteria were selected. Participants voluntary and randomly were assigned to 15 mothers in an experimental group and 15 mothers in a control group. The experimental group (mothers) received the group cognitive–behavioral training according to the pattern 10 sessions Barkley (1990), 2 sessions of 90 minutes per week, respectively. Mothers of the control group received only one session on dealing with their children. Conners parent questionnaire (1990) used in the research. The questionnaire has 26 items; each question has a 4–point Likert scale. Conners proved that the questionnaire had acceptable reliability and appropriate validity. For the data analysis, repeated measures analysis of variance was used.

Analysis of variance with repeated measures revealed that the experimental group had a decrease in both attention deficit and hyperactivity than the control group in the post–test and follow–up stages (first and second months after) (p0.001). 

The results showed that training mothers of children with attention deficit/hyperactivity, increased attention and decreased hyperactivity over their children.

Background and Objective

The hearing is one of the most important sensory abilities. Absence of the sense can disrupt a human reconciliation process from the environment. Children hearing loss have some consequences like aggression. On the other hand, the audiences’ aggression can also be the result of maternal schemas. Emotional schemas refer to any kind of interpretation, evaluation, action-tendency and behavior patterns that individuals take in the face of their excitement. The purpose of this study was to predict the aggression of children with hearing impairment based on maladaptive emotional schemas of mothers.

Descriptive research was correlational. The study population included 230 mothers referring to the Pajhwak deafness clinic (Rasht city, north of Iran) in 2017. Among them 144 mothers were selected that had early maladaptive schemas and an unaccented child with behavioral problems after the sampling, using the Krejcie and Morgan table With the Cochran formula. Of these, four mothers did not want to participate in the study. After ensuring confidentiality of information and results, mothers completed questionnaires. Including criteria were the participation interest to involve the research, absence of mental disorders in mothers. Exclusion criteria was presence of disorders associated with behavioral problems in an unhealthy child, such as developmental and mental disabilities. The research questionnaires included Bass and Perry aggression and Yang's maladaptive schemas. The Bass and Perry aggression questionnaire is a 29-item questionnaire that measures four aspects of aggression including physical and verbal aggression, anger and hostility. Cronbach's alpha coefficient has a total score of 0.89 in this questionnaire. The re-test correlation after a nine-week period for the total score of the questionnaire was 0.80. An incomplete yang schemas questionnaire is a questionnaire of 75 questions that measures 15 incompatible schemas in five domains. The coefficient of internal consistency of the questionnaire is 0.49 and the total Cronbach's alpha coefficient is 0.92. The data were analyzed using Pearson correlation and multiple regression and soft processing software. SPSS version 22 was used.

There is a significant relationship between maladaptive schemata and aggression in deaf children (r=0.46, p<0.001). In addition, results showed that in the explanation of aggression due to incision, autonomy and impaired function, sum of predetermined variables predict and predict 0.46 of variance of criterion variables. In addition, results of multiple stepwise regression showed that the crop schema with value (p<0.001, p=0.67), impaired performance schema with the value (p<0.27, B=2.334) and self-regulation schema with values (p<0.034, B=234.0) could directly predict the child's aggression. Based on predicted standard values, it could be said that the crop schema over other schemes is a predictor of child aggression.

Maladaptive schemas in mothers predict aggressive behavior in hearing impaired children. This suggest that to reduce the aggression behavior of hearing-impaired children, it is possible to modify unsound mothers' schemas using psychological treatments.</div>

Major depression and obsessive–compulsive disorders are one of the chronic and disabling disorders that affect the ability to experience normal mood, often causing impairment in the biological and environmental performance of the individual; effective factors must be known, recognized and controlled for treatment. One of the most influential factors is thinking rumination, which is involved in the onset and recurrence of these disorders. One of the most critical problems that are thinking rumination creates for people is their separation from reality and distance from here and now, which hurts their processing. Helping patients to put aside the past and live in now and here can be very helpful. One of the new therapies used for these disorders is Mindfulness–Based Cognitive Therapy. Mindfulness–Based Cognitive Therapy is designed to reduce the relapse of depression. In this therapy, individuals are taught to observe the thoughts and feelings without judgment by merely looking at the mental events that they are going through. In this approach, it is assumed that people learn how not to get stocked in rumination patterns. For the same reason, the purpose of the present research was to investigate the effect of mindfulness–based cognitive therapy on thinking rumination of people with depression and obsessive–compulsive disorders.

This study employed the two–group pretest–posttest quasi–experimental design. The sample consisted of 80 patients with major depressive and obsessive–compulsive disorders diagnosed according to the standards of DSM–5. The participants assigned to into experimental (20 depressive patients, 20 Obsessive–compulsive patients) and control (20 depressive patients, 20 Obsessive–compulsive patients) groups. The experimental group received eight sessions of 90–minute instruction in Mindfulness–Based Cognitive Therapy. Multivariate Analysis of Covariance (MANCOVA) was used to test the research hypotheses. 

The results of research showed that Mindfulness–Based Cognitive Therapy reduced thinking rumination in patients suffering from major depression (F= 330.96, p<0.001) and obsessive–compulsive (F= 482.27, p<0.001) at post–test level and (F=362.32, p<0.001) in patients suffering major depression and obsessive–compulsive (F= 573.35, p<0.001) at follow–up level.

Mindfulness–Based Cognitive Therapy plays an important role in treating mental disorders and the prevention of the onset and relapse of these disorders.

Intellectual disability is one of the cognitive-motor abnormalities that happen during the developmental age period. It causes restrictions to different individual functions and usually emerges with a delay in motor and intellectual growth, low academic performance, and poor social and communicative skills. In children with intellectual disability, there is no appropriate relationship between cognition and motor during the process of development and particularly sensitive periods. Therefore, they acquire lower levels of basic motor skills among such children compared to normal individuals, and they carry out such skills in an immature way. Due to poor motor skills in such children and the importance of them, and because physical activities lead to physical health, and improvement in the individual’s intellectual performance, behavioral perception, feelings, and personality. The present study was aimed to examine the effect of cognitive-motor exercises on improvement in gross and fine motor skills among educable boys with intellectual disability.

A purposive sampling method was used to select 20 intellectually disable educable boys with an average age of 8.3±1.11 years and IQ of 39.14±6.84 from welfare center of Marivan (Kurdistan province, West of Iran). The pretest was done for all of the children. Afterward, they purposively divided into two groups (n=10); an intervention group, and a control group. Bruininks-Oseretsky test of motor proficiency was used to measure gross and fine motor skills. The intervention group carried out the cognitive-motor exercises for 24 sessions of 45 to 60 minutes, 3 times a week. After 24 sessions, both groups took a posttest. Non-parametric tests of Wilcoxon and Mann-Whitney U (SPSS 16.0) used to test the study’s hypotheses.

The results of the present study showed that the practice period had a significant effect on gross motor skills in the intervention group (running speed and agility, balance, two-way coordination, and strength) (p<0.05). The effect of the practice period; however, was not significant on fine motor skills (response speed, vision control, and speed and agility of the upper limb) (p>0.05).

From the results, it can be concluded that the training program used in the present study is suitable for improving motor skills in boys with reactive IQ and can be used as a training program by relevant centers.</div>

Major depression disorder is one of the chronic and disabling disorder that affects the ability to experience healthy mood and causing impairment in the biological and environmental performance of an individual. Effective factors should be known, recognized, and treated or controlled. One of the most influential factors is defense mechanisms, which is involved in the onset and recurrence of this disorder. Defense mechanisms are ways and means by which ego relieve anxiety, resentment, control instinctive, and impulsive behavior. Defense mechanisms are unconscious measure for control of stress. However, due to their self–deception nature, sometimes–unclear mechanisms that are practically inconsistent with adaptive behavior and this is reflected in the behavior of people with mood and anxiety disorders. It is assumed that one of the main reasons for vulnerability versus recurrence and the return of mood disorders are due to frequent links between depressed mood and abusive patterns of unconscious and fluid growth mechanisms, which in turn leads to changes in cognitive and neurological levels. One of the new therapies used for major depressive disorder is mindfulness–based cognitive therapy. Mindfulness–based cognitive therapy is designed to reduce the relapse of depression. It seems that cognitive therapy based on mind–consciousness, by persuading a person to practice to pay attention to the characteristics of the experiences in an unjustified way. The method has led to a more thought logical by increasing the individual's awareness of the experiences of the present moment (for example, by focusing on breathing) and returning attention to the current time. The method has affected the cognitive system and is efficient information processing, which in their turn reduces the immature and neurotic defense mechanisms. In other words, it increases the use of mature mechanisms. For the same reason, the purpose of the present study was to determine the effectiveness of mindfulness–based cognitive therapy on the use of defense mechanisms of people with depression.

The study was semi–experimental in the type of pre–test and post–test with the control group. A total of 40 patients with major depressive disorder selected that their disease according to psychiatrics’ opinion and DSM–5 had been diagnosed. They were divided randomly into experimental (20 depressive patients) and control (20 depressive patients) groups. The dependent variable included results of defense mechanisms, which measured in the intervention and control groups in similar condition. The used protocol included mindfulness–based cognitive therapy of Segal, Williams, and Teasdale. For execution, first, of both groups by using defense mechanisms (DSQ 40) questionnaire pre–test was taken. Then, the experimental group at eight sessions trained with Mindfulness–based cognitive therapy and after finishing sessions, both groups were taken post–test, and two months later follow–up test was conducted. To analysis data,   Analysis of variance with repeated measurements was used.

Mindfulness–based cognitive therapy caused reduction using immature (F=57.013, p<0.001) and neurotic (F=37.684, p<0.001) defense mechanisms in patients suffering from major depression in the experimental group. Also, the use amount of mature mechanisms after the implementation of treatment increased significantly (F=197.848, p<0.001) in the experimental group.

Based on the study results, it predicts that mindfulness–based cognitive therapy will play an essential role in treating mental disorders and prevention of the onset and relapse of these disorders.

Specific learning disability is among the most destructive issues for the educational system. Every year many students with a diagnosis of specific learning disability being diagnosed. They have many problems in learning the lessons because of their failings to understand some special academic materials. Despite the normal emotional quotient, those students who are afflicted by this phenomenon that they do not have the expectable academic performance. They also have many problems in another aspect of the life. One of the factors, which play an important role in the emergence, and continuation of the specific learning disability is perceptual disabilities, especially inability in perceptual motor activities. However, the most debilitating factor is a failure in information processing (i.e. attention, perception, memory and language), which leaves irreparable effects on learning disabled students’ thinking, listening, and learning. Hence, paying attention to learning disabled students’ perceptual–motor skills is of paramount importance. Thus, the purpose of the current research was to study on effect of perceptual–motor skills training on the academic performance of students with specific learning disability.

The design of the current study was a quasi–experimental type in nature. The population consisted of all the 217 male and female elementary school students who were diagnosed as specific learning disabled in Sari city (Mazandaran province, North of Iran) during the academic year of 2012–2013. Using a simple random sampling method, 50 students were chosen and divided into control and experimental groups with 25 members in each group. The research tools were included of Ravens’ IQ test and a teacher–made test. Both tools have needful psychometric criteria. At the beginning of the study, both of groups took part in the pre–test, then experiment group members received a period of perceptual–motor skills training while the control group was left without any intervention (they were continuing the traditional education system), and at last, both groups took part in the posttest. After collecting the raw data, both descriptive and inferential statistics were used for data analyzing. In order to test the hypotheses of the research, the analysis of covariance (MANCOVA), as a parametric test was used by using the SPSS version 18 software. 

After analyzing the data, the results showed that the perceptual –motor skills training had a significant effect on the improving reading (p≤0.001), writing (p≤0.001) and mathematical (p≤0.001) skills of the students with specific learning disability.

Providing perceptual–motor skills for students who afflicted by the specific learning disability could lead to an improvement in students’ academic performance generally and their reading, writing and mathematics skills specifically. Although the effectiveness of perceptual–motor skills for students with a specific learning disability could be related to many factors, but it appears that its major effects arise from the positive affect of the treatment on the attention, concentration and other executive functions, which they affect the reading, writing and mathematics skills of the students directly. Therefore, considering the results of this study, the treatment can be suggested to all the experts in the field of specific learning disability disorder.

Studies about positive thinking, suggests that people with an optimistic explanatory style, in other words, people are looking positive, compared with those with a pessimistic explanatory style, while coping with major life stressors, the poor physical health and depression their disappointment incurred or committed suicide. It turns out that the relationship between optimism and achievement motivation, there is a significant correlation. The purpose of this study is to determine the effectiveness of positive thinking skills on the achievement and happiness motivation of the Physical-motor disabled.

Accordingly, a sample of the 40 male disabled aged 20 to 24 years old from Jajarm (North Khorasan) were selected using random sampling method. The degree of achievement motivation of the sample was measured with Achievement Motivation Questionnaire ACMT (1994) and the degree of happiness was measured with Oxford Happiness Questionnaire (1989). This Intervention studies uses pre-test and post-test with control and case groups. The number of 40 subjects who had low scores in terms of achievement and happiness were randomly selected and divided into two groups of case (n=20) and control (n=20). The independent variable of teaching positive thinking skills was carried out in the case group for 8 sessions (1:30 hours each session).

One week after the end, both groups were tested again. By analyzing samples showed of positive thinking skills has been a significant increase achievement and happiness. (p<0.001)

According to the research, teaching positive thinking skills, increase achievement and happiness of disabled. It is necessary to look at welfare centers to enhance life skills and positive step loved ones and the more accurate planning.

Slow–paced students with Down syndrome often have language deficits that acquire a reading challenge. Sight word instruction of daily living skills is a method of intervention that benefits students with severe disabilities who have not achieved literacy. Slow–paced (intellectual disability) students with Down syndrome can use from instruction in functional reading that enhances their daily living. A vital feature of the functional curriculum involves a curriculum focused on skills needed to function in adult life. Thus, a functional curriculum is multifaceted and typically considered to be composed of the following components: functional academics, vocational education, community access, daily living, financial, independent living, transportation, social/relationships, and self–determination. In the absence of implementing educational programs adapted to the abilities based on students’ needs and differences of them decrease the beneficial effect. In addition to the fact that school learning will not be carried out properly, the consequences would be such as incur high costs without satisfying results, passing of the golden age of student learning, will reduce the motivation of teachers, students and parents to learn less than expected. Through research conducted by Afrooz and his colleagues, more than 50% of offenders were people who had been selected due to learning difficulties and lack of proper training. The purpose of this study was to evaluate the effectiveness of instruction functional reading texts on reading skills of slow–paced (intellectual disability) students with Down syndrome by using family–centered individualized education program approach.

The research method was semi–experimental with pretest–posttest one with the control group. The statistical population of all slow–paced students with Down syndrome was from Hamedan city (west of Iran), who studied in exceptional schools in the academic year 2016–17. The sample consisted of 20 slow–paced students with Down syndrome, which was selected by purposive sampling method. Then, they randomly divided into two experimental (n=10) and control (n=10) groups. Data collected by researcher–made reading tests used. Content validity was used to determine the validity of the test, and the percentage of agreement was used to assess its reliability. In the end, the results analyzed in two levels of descriptive statistics (frequency, mean, standard deviation,...) and analytical statistics (Kolmogorov–Smirnov Test, Levine Test, Test of Homogeneity of Variances and Analysis of Covariance).

Results by analysis of covariance showed that of instruction functional reading texts by using family–centered individualized education program approach had a significant effect on the accuracy, speed, and comprehension of readings of Slow–paced students (p<0.001). Besides, its impact on reading speed was more significant than reading accuracy and reading comprehension (p<0.001).

The findings showed that the instruction functional reading texts by using family–centered individualized education program approach increases the reading performance of slow–paced students with Down syndrome.

Suicide is a global challenge and a considerable concern for public health. It is one of the main cause of death throughout the world. Suicide is a complex phenomenon that involves several domains of risk factors, and reliable perspective for both scientific explanation and prevention. Suffering from a mood disorder such as depression means a risk of death by suicide. Anxiety symptoms are common in patients with mood disorders, even in those without a diagnosis of an anxiety disorder. There is a correlation between anxiety symptoms and suicidal behavior in ordinary people and individuals with other psychiatric disorders. Patients with anxiety symptoms are more likely to report suicidal ideation, attempt to suicide and die by suicide in comparison with patients without anxiety symptoms, even after adjusting for comorbid depression. Suicide ideation is considered as one of the strongest predictors of subsequent suicidal behavior among various risk factors. It was observed that severe or pervasive ideation predicts suicide and even passive ideation, such as a wish to die, has been known to be a risk factor for death by suicide. Cognitive processes that increase one’s vulnerability to suicidal behaviors have not been adequately examined. Assessing suicidal thoughts and actions is an integral part of healthcare and research on the prevention of suicide. Thus, it is necessary to understand suicidal thinking to advance treatment and prevention. This study aimed to determine the role of depression and anxiety in the relationship between rumination and thought suppression emotion regulation strategies and suicidal ideation.  

The study was a descriptive–correlational. All residents of Karaj city (n=1,614,626) consisted of a statistical population in spring of 2016. Randomized multistage–clustered sampling method was used to select 351 participants for the study. Instruments of the study included Beck scale for suicide ideation (1979), Beck depression inventory (1996), Beck anxiety inventory (1988), ruminative response scale by Nolen–Hoeksema and Morrow (1991), and white bear suppression inventory by Wegner and Zanakos (1994). Data analyzed by Amos software (structural equation modelling and maximum likelihood estimation) 0.01 and 0.05 considered as significances. 

The direct path coefficient between the rumination emotion regulation and suicidal thoughts (p=0.042, β=0.132) was significant. Direct path coefficients between the rumination emotion regulation with depression (p=0.001, β=0.702), rumination emotion regulation with anxiety (p=0.001, β=0.596), thought suppression emotion regulation with anxiety (p=0.007, β=0.124) and depression with suicidal thoughts (p=0.001, β=0.305) were positive at 0.01 level of significance. The results of the study indicated that depression mediates the relationship between rumination emotion regulation strategy and suicidal ideation (p=0.001, β=0.214).

According to the study findings, suicidal thoughts and behaviors are associated with psychosocial disorders. It seems that stressful experiences are one of the factors that leading individual to suffer from depression and rumination that continually occur over time and could play an important role in creating suicidal thoughts. Ruminative processes include attentional biases for negatively valence content, particularly depression–related information so that if an individual becomes engaged in these thought processes; they will have difficulty extricating themselves and disengaging from such content. According to the cognitive model of suicidal behavior, such repetitive negative thinking may activate more suicide– relevant cognitive processes, including attentional biases toward suicide. </div>

Applicability and adaptability of the current movement assessment norms on Iranian population should survey because there is variety in cultural and geographical characteristics in comparison with western countries. The movement assessment battery for children second edition (MABC2) (Henderson, 2007) is one of the most tools that used it to assessment for diagnostic developmental coordination disorder (DCD) in children. In recent years, the interest of Iranian researchers and clinicians to use of MABC2 have increased, though the validity of its norms has not been explored. This study aimed to compare the motor performance of 7–10 years old children from Arak city as a representative of the Iranian population with MABC2 norms from Britannia.

Five hundred and three typically developed children (244 girls and 259 boys) 7–10 years old using stratified sampling from Arak (Markazi province, Center of Iran) city`s schools participated in this study. All children were tested individually with movement assessment battery for children–2. Data were compared with 2007 standardization sample, age band–2. Data were analyzed at the item, sub–scales, and total test score levels. MABC2 manuals provide a traffic light system based on 5 and 15 percentile rank which categorize children in three–zone; impaired, at–risk and typically developed. Validity and reliability of MABC2 have been investigated in several studies; for example, Kita et al. (2016) found high factorial validity and acceptable internal consistency (0.602). Also, holm et al. (2013) reported Intra and inter–rater reliability 0.68 and 0.62, respectively. The one–way ANOVA, one–sample t–test and one–way MANOVA were used to data analysis. Significant level was set at 0.05, and all data were analyzed using SPSS 21 for Windows (SPSS, Chicago, IL, USA).

In all ages, Iranian children performed more poorly on balance than the Britain norms (p<0.001) while, their manual dexterity skills were superior to the Britain norm (p=0.004). No statistically significant findings were observed in aiming and catching (p=0.83). In younger children (7 and eight years old) differences in the total test, the score was in favor of Britain (p<0.001). When age increased, Iranian children enhanced their performances, so that in 9 and ten years old children significant differences in total test score disappeared, though it was still lower (p=0.049), (p=0.304). The largest effect size observed in balance subscale and items. Using the Britain norm, the prevalence of DCD showed 9.5%, which indicate an increased possibility of false positive. Also, totally about 30% of Iranian children fell below 15–percentile rank, which shows two times more than the Britain peers do. The one–way ANOVA revealed a significant effect for gender, though the effect size did not rise 0.059 and assumed not to be sufficiently large to be clinically significant. Of the present study sample, 13.9% of boys scored percentile 5 and below while only 4.9% of girls were in this zone.

According to significant differences in motor performance between two populations, consistent with some previous studies, necessity of adjustment to some items and using specific–culture norms was highlighted. Present study could be considered as a step toward standardization of MABC2 in Iran.</div>

Many studies have shown that exercise exercises have an effect of altering the cerebral pocketing cells and improving cognitive, motor, learning and memory functions. Also, attention deficit hyperactivity disorder (ADHD) strongly associated with a defect in the cerebellum that has been created by reducing the size of the cerebellum. The purpose of this study was to investigate the effects of endurance training along with methylphenidate consumption on Purkinje cells in rats with ADHD.

A Laboratory research method used. The subjects were 4–6 weeks, 40 Wistar rats (mean and standard deviation of 102.28±4.74 g); which randomly divided into two groups. A total of 7 rats as a control group and 33 rats in an L–NAME group. At this stage, 10 mg L–NAME per kg bodyweight, eight weeks and five times a week, was injected subcutaneously for hypertension. The L–NAME group at the age of 8 to 12 weeks (mean and standard deviation of 181.70±8.37 g) randomly divided into five groups. A blood sampling group including five rats (mean and standard deviation of 182±6.51 grams)  used for blood sampling, and the remaining 28 rats (mean standard deviation of 181.66±8.69 grams) were divided into four groups of 7 rats randomly. Four groups were ADHD, ADHD+endurance training, ADHD+methylphenidate consumption group, ADHD+endurance training+methylphenidate consumption. To ADHD+methylphenidate use and ADHD+endurance training+methylphenidate consumption, 2 mg of methylphenidate was given daily in kilograms of body weight, five days per week orally. The open–field test for over–active detection and 5–band treadmill for endurance training of rats used. The rats ran for 28 days, five days a week. The practice load for training groups included running at speeds of 2 to 8 m/min for 30 minutes. Descriptive statistics were used to determine to mean, mean, standard deviation, drawing tables and charts. For normalization of the distribution of dependent variables from the Kolmogorov–Smirnov and the assumption of the equation of variances, the Levine test and the correlation t were used to examine the intra–group weight variations and one–way variance for intra–group variation.

The results showed that there was a significant difference between the number of Purkinje cells in the control group than the other groups (ADHD without endurance training and methylphenidate consumption group, ADHD+endurance exercise, ADHD+methylphenidate consumption, ADHD+methylphenidate consumption+endurance exercise) (p<0.001). Also, there was a significant difference between the number of Purkinje cells ADHD without endurance training and methylphenidate consumption group than the other groups (control, ADHD+endurance exercise, ADHD+methylphenidate consumption, ADHD+methylphenidate consumption+endurance exercise) (p<0.001). However, there was no significant difference between ADHD+endurance exercises with ADHD+methylphenidate consumption group and ADHD+methylphenidate consumption+ endurance exercises.

According to the findings of this study, about the fact that endurance exercises have been reported without complications, it seems that 30 minutes of endurance training per day could replace the use of methylphenidate to changes in cerebral Purkingia cells for an ADHD animal model. It is also assumed that the increase in the number of Purkinje cells is associated with better endurance function associated with exercise.

The most threatening factors of the health and high–risk behaviors have begun during adolescence. Social anxiety disorder (SAD) is one of the most popular psychological diseases among adolescents. Researchers have noted that the major features of social anxiety are stable and progressive fear of social situations, avoiding these situations and also fear from others’ negative assessment. Adolescents suffering from SAD have a weak social relationship, also has less social capability than other adolescents. Achieving social skills are considered as a major base of social development, social relation formation, and social adaptability even mental health protection. On the other hand, recently, acceptance and commitment training (ACT) is one of the developed therapeutic models that are effective for reducing anxious signs in many anxiety disorders. The aim of this research was to compare the effect of social skills training and acceptance and commitment training on social anxiety signs in adolescents.

This study was a semi experimental research with pretest–posttest design with control group. Statistical society of this research was including all adolescent girls studying at Noshahr city in 2016. For this study, 75 adolescents with social anxiety were selected by random sampling and were randomly assigned in experimental (social skills training and ACT) and control groups, equally 25 people for each group. The training courses were 10 sessions for each of two experimental groups; control group did not receive any training course. Social phobia inventory (SPIN) was the instrument of this research and all the subjects in experimental and control groups completed this inventory at the beginning and at the end of sessions and after 3 months (follow–up level). The gathering data were analyzed by SPSS 22. Descriptive statistics such as average and standard deviation and inferential statistics including analysis of variance (ANOVA) with repeated measure and post hoc tests were used to analyzing data.

Findings using ANOVA showed that there is significant difference among the control and training groups (p<0.001). Also results of the post hoc test showed that the difference among these three groups based on the ACT, social skills training and the control group was significant (p<0.001). But the experimental groups including social skills training and ACT groups had no meaningful difference (p>0.05).

Both social skills training and ACT are useful for reducing social anxiety signs in adolescents; so these two treatment models will be effect on reducing avoidance behaviors and the resignation of these adolescents in social situation as well as improving the individual, family and academic performance of adolescents suffering social anxiety. Also, adolescents with be able to face to variety of social situations without fearing of judging by others and they can be stand in the course of achievement relying on their abilities.

Birth of a child require to new adaptations in a family. When a baby was born with mental, physical or behavior disabilities or combination of them, the psychological pressures is started to members of the family, especially the mother. Religion is one factors that has an effective role in the field of mental health and its effectiveness in the treatment of mental illness. Therefore, in this research, we compared the components of God’s perception and empathy among exceptional children mothers in Urmia city (West Azarbaijan province, Northwest of Iran). 

The type of this research method was comparative based. This research was also a survey research. Because it determined the characteristics of the statistical community for each variables. The statistical population of the study was all mentally retarded, blind and deaf children mothers. They were selected by using available sampling method in spring 2017 (n=150). The instruments for measuring were the questionnaire of 72 questions by Lawrence (1997) and Davis questionnaire (1994). To analyze the statistical data, descriptive statistics including mean, standard deviation, analysis of variance, Kolmogorov–Smirnov, Levin test, Box test, Bartlett sprite test using SPSS software were used at a significant level of 0.05.

Results of Kolmogorov–Smirnov tests to check the normal variables, Levine's test for homogeneity of variance, the box test for homogeneity analysis of variance–covariance matrix, Bartlett sprite test to verify the correlation of dependent variables showed that there was no problem in using multivariate analysis of variance. The results of the research showed that there was no significant difference between the variables of presence, challenge, acceptance, benevolence, impact, determinism, tendency perspective and personal disturbances in the three groups of exceptional children mothers. The results of Lambadi Wilkes test showed that there was a significant difference between the three groups in at least one of the components of empathy. In other words, there was a significant difference between empathy between the three groups of mental retardation, blind and deaf children mothers. The probability value for empathic concern variables was less than 0.05. The probable value of this test for empathic concern was variables. There was a significant statistical difference in the mean of mothers' responses in the three groups (p=0.01). In addition, the empathic concern was statistically different in both mental and blind mental, mental retardation, and deafness.

Based on follow–up tests, empathic concern statistically differs between two groups of mental retardation and blind, as well as mental retardation and deaf. Regarding the results, it is suggested that the organization should try to organize workshops and engage them in God–given empathy and adventure training in these workshops. It seems that family counselors can help to achieve a higher level of quality of life in exceptional children mothers by identifying negative influences on them. The organizations and institutions responsible for exceptional children's affairs are committed to their plans for the empowerment and perception of God's mothers. 

During the last decade, we have witnessed the emergence of a procedural framework, which is based on the rules of citizenship rights. The process of legislative formation and monitoring the implementation of the rights for disabled people is considered as an obligation and is one of the supportive requirements. The provisions of the comprehensive laws about the disabled people’s rights was reviewed in the framework of the international convention for the first time. This is a prelude to the social integration of the disabled based on the agent's explanations, and it is a step towards the adaptability of the power of the disables to the community. Establishing supportive laws for people with disabilities in the light of the adoption of guidance, monitoring, and supportive methods will cause the presence of this group in society. Adoption of these laws has happened after the drafting of the comprehensive protection of disabled people’s acts in 2004, in the form of international laws such as the Universal Declaration of the Disabled in 1975, and the International Convention of the Disable people’s Rights adopted in December 2006, and is a turning point in streaming disabilities. The main objectives of the present paper was to analyze the legislative dimensions and eliminating the ambiguous points of the law, which promote the mechanism of policy, urbanization, accessibility, mobility, health services, rehabilitation of sports, cultural affairs, artistic matters, educational facilities, entrepreneurship and employment, culture promotion, raising public awareness, creating conditions for civilization and citizenship. Also, the focus of the study was on three areas of prevention, rehabilitation, and equal opportunities, and researched by providing a mechanism for restoring the efforts of laws that are supportive and able to absorb people with disabilities into the community. Given this necessity, this paper tried to examine the obligations of the Islamic Republic of Iran regarding the binding elements of the disabled peoples’ rights from the two perspectives of international law and domestic law, with particular attention to the two documents mentioned above and the comparative approach between these two instruments. In this study, rights to education, rights to participate in the cultural life of the community, and rights to obtain information for disabled people were studied and have been assessed. First, we had to provide a comprehensive definition of disability and rehabilitation to describe the capacity of optimal disability participation. Being a disabled person means having a mental or physical disorder that essentially restricts one or more vital activities of life. The philosophy of equalizing opportunities for disabled people is a process. In which the facilities used by the public, such as housing, transportation, health services, vocational and employment facilities, cultural services, sports, and recreation, which are provided to all segments of society, would be beneficial to disabled people, too. Therefore, to disabled people to be included in the circle of enumeration, we should overcome the environmental and social barriers that they face on with that. Rehabilitation based on creating equal opportunities for people with disabilities has been highlighted in the International Organization for disabled people manifesto, in1981. Equalizing opportunities for people with disabilities requires a society free from any discriminations. The universal plan of action for people with disabilities (adopted by the United Nations in 1982) transformed the principle of equal opportunities into a global issue. However, especially in developing countries, the issue of realizing this principle faces many challenges and ambiguities; but in general, the issue of equal opportunities encourages different countries to integrate the social life of disabled people with ordinary people’s experience in other sectors of the society.

Prosody refers to the use of phonetic and acoustic features systematically; it plays a vital role in human communication interactions and language development. Prosodic aspects of communication, academic, and developmental are essential to humans. Given the important role of prosody skills in social communication interactions, language development, and academic level, this study aimed to investigate forms of prosody in 5–11 years–old typically–developing Persian –Speaking Children based on the psycholinguistic approach using the Profiling Elements of Prosody in Speech–Communication (PEPS–C). Furthermore, we studied the effect of age and gender on the development of prosody skills in 5 – 11year Old Persian speaking children.

This cross–sectional study recruited on 105 girls and 105 boys, who were typically–developing children, aged 5–10 in three age–groups, namely, 5–6, 7–8, and 9–10 years old in Tehran. Their short and long discrimination and imitation prosodic skills evaluated by using the Discrimination and Imitation subtests of the Persian version of Profiling Elements of Prosody in Speech–Communication (PPEPS–C). In the PPEPS–C, each subtest has two examples, two practice items, and 16 test items. In the Discriminative tasks, score 1 represents correct responses and score 0 incorrect ones. The examiner used a keyboard to record the results of participants in the Imitation tasks based on the auditory–perceptual judgment. For the imitation tasks, score 1 shows good imitation, score 0.5 demonstrates relatively good, and 0 represents incorrect imitation. In each subtest, the score of 12 or higher means that the child is competent. Non–parametric Kruskal Wallis and Mann–Whitney tests were used to compare the performance of children between age and sex groups.

The results showed children acquired the score lower than the level of competence (<12) only in the task of Long–item discrimination in the age group of 5–6 years while in the age groups of 7–8 and 9–10 years, the score of children in the all subtests were higher than the level of competence (>12). In all age groups, children achieved the lowest score in the long–item discrimination and the highest score in the short–item imitation subtest. The results differentiated by gender showed that both groups of children achieved the score equal to or higher than the level of competence (>12) in all subtests. Moreover, the results showed boys made the lowest and highest score in the long–item discrimination and short–item imitation subtests, respectively while the lowest and highest scores acquired in the long–item discrimination and long–item imitation tasks by girls, respectively.  The score of children was significantly different according to the age groups in all form tasks (p<0.05). However, the difference between girls and boys was only significant in short–item imitation and long–item discrimination tasks (p<0.05).

The ability to discrimination and imitation prosody in 5–10 years–old typically–developing Persian –speaking children progress regarding age. However, it seems Persian children achieve a lot more skills in discrimination and imitation of prosody in younger ages compared to their peers in other languages. After seven years old, Persian children acquire the ability to discriminate and imitate prosody and can use these skills in communication and social interaction. Moreover, there are notable differences in the performance of Persian children regarding to gender in some of the ability of discrimination and imitation of prosodic forms.</div>