مجله مطالعات ناتوانی
سال نهم شماره 1 (اسفند 1398)

Obsessive-compulsive disorder is a heterogeneous disorder and has different therapeutic approaches. Over the past few decades, we have witnessed tremendous advances in the role of cognitive systems in the formation, continuity, and treatment of the obsessive-compulsive disorder (OCD). Certain beliefs have been identified as a significant contributor to the creation and continuation of this disorder, Cognitive models of OCD also indicating that responsibility assessment is involved in the etiology and preservation of OCD symptoms. According to Salkovskis (1985), the Inflated Sense of responsibility in OCD has a central role. Intolerance of uncertainty (IU), which means the tendency to avoid ambiguous situations and the inability to deal with uncertainty, is considered significant damage to OCD. ERP as a standard golden treatment, including the gradual inclusion of anxiety due to obsessive-compulsive disorder, and the prevention or limitation of obsessive-compulsive procedures and reduction of anxiety. Aim of this study was the efficacy of Exposure and Response Prevention Therapy (ERP) in Inflated Sensory Responsibility and Intolerance of Uncertainty in Patients with OCD.

The research design was a semi-experimental study with pretest, post-test, and follow-up. The statistical population consisted of all the people of Mahallat city, which is located in Markazi province in Iran in 2018. Sixteen patients with OCD were selected through the available sampling method and randomly within two groups: ERP and control group. (8 patients in each group). Each person in the treatment group received 12 treatment sessions by the Salkovskis exposure and Response prevention therapy method for OCD. Subjects were measured both before and at the end of interventions as well as three months later in the follow-up phase by the Yale-Brown Obsessive-Compulsive Scale (Yale-BOCS; Goodman, 1989), the Salkovskis Responsibility Attitude Scale; (RAS; Salkovskis, Wroe, Morrison, Richards, Reynolds & Thorpe, 2000) and The Intolerance of Uncertainty Scale; (IUS; Freeston et al, 1994) . The Yale-Brown Obsessive-Compulsive Scale is a reliable instrument; with internal stability of 0.89 by Goodman and in Iran with internal stability for the sign index (SC) and severity scale (SS) were 0.97 and 0. 95 for the Persian version by Rajazi Esfahani et al. Responsibility Attitude Scale is a 26-item scale, consistency (α=0.91), excellent test-retest reliability over a five-week period (r=0.78), and Intolerance of Uncertainty Scalexcellent internal consistency (α=0.89), and satisfactory test-retest reliability (r=0.74). Post-extraction research data analyzed by repeated measurements analysis using SPSS-23 software.

To test the hypothesis of the research, about the existence of the pre-test variables and the possibility of the primary difference between the two intervention and control groups, as well as reducing the initial difference and comparing the groups, the multivariate analysis of variance, and used repeated measure design. In the semi-experimental design, before analyzing the hypothesis of the research, Levin's findings showed that the homogeneous assumption of covariance of data and regression slope established. The results of Mocheli's test also showed that there is no spheroidal assumption (p<0.050). The findings showed that there is a significant difference between the mean variables of the inflated sense of responsibility and uncertainty of intolerance in the experimental group with the control group. Therefore, the effectiveness of treatment on the reduction of the inflated sense of responsibility and uncertainty of intolerance can be verified (p<0.001), and this effect was lasting after three months (p<0.001).

The results of this study have shown the effectiveness of exposure and Response prevention therapy in improving an inflated sense of responsibility and uncertainty of intolerance in patients with OCD.

Infertility is a stressful experience that poses severe health and social problems. Psychologically, infertility is a critical period that results from imbalances between couples who are expecting a child but who are unable to reach their goal. The negative consequences of women's infertility have led therapists and researchers to intervene in a variety of ways to reduce infertile women's problems. Positive psychology emphasizes the study of emotions and positive experiences and focuses on the study of deficiencies and mental deficiencies and low performance in studying human abilities and adaptive function. The present study was designed and implemented to evaluate the effectiveness of Positive group psychotherapy based on religious teachings on rumination in infertile women.

This research was a semi-experimental and pretest and posttest design with a control group and random assignment. The statistical population consists of all infertile female referring to infertility clinics of Mahabad (West Azarbaijan) in 2017. 30 Sample subjects were selected through available sampling method and after completing the depressor rumination questionnaire and obtaining the necessary quorum for entering the research using random appointment in two groups of experiment and control (15 persons per group). The experimental group exposed to Positive group psychotherapy based on religious teachings during ten sessions, and the control group did not receive any intervention. Criteria for entering the research include the age range of 25-45, more than one year of infertility, women who were barren from the beginning of the marriage, completeness of treatment consent form, absence of acute psychological disorders according to volunteers' records, lack of external counseling services of the treatment sessions. To measure rumination, a depressor rumination questionnaire by Yousefi et al. In Iran, used. The survey consists of five factors, self-focus, self-blame, marked rumination, introspection, and rumination about the effects of depression. Ethical considerations such as patient satisfaction, posttest intervention, waiting lists, and confidentiality considered to conduct research. Both groups tested at the beginning and the end of the treatment (pretest and posttest) with a ruminant questionnaire. The experimental group participated in 10 sessions of 90 minutes each week under the positive group therapy based on religious teachings, and the control group received no intervention-the protocol used in this study based on Ebadi and colleagues training program. After the end of the sessions, again, the participants of the experimental and posttest control group were yet tested. The multivariate analysis of covariance (MANCOVA) used. The assumptions of using the covariance analysis test with Levin and M-box tests analyzed by SPSS-25 software.

The results of multivariate analysis of covariance showed that there was a significant difference between the experimental and control groups regarding the components of rumination (self- focus, self-blaming, symptomatic rumination, and introverting) (p<0.001) and rumination component there was a significant difference in depression (p=0.009).

Having this insight that everything that comes to us is from God, and his wisdom in all our actions contributes to reducing the negative emotions, thereby reducing the negative thoughts about infertility, since one knows in this divine context that "Maybe you do not like something, while your good is in it, or you love something, while your evil is in it. The results of this study showed that Positive group psychotherapy based on religious teachings could reduce depressed ruminant in infertile women, so interventions based on this approach can be useful in improving mental health and improving quality of life.

Spinal cord injuries usually lead to motor impairment and loss of function below the level of the lesion. Rehabilitation interventions improve the quality of life of people with spinal cord injuries using therapeutic techniques and appropriate equipment. There are several medical and psychological consequences for people following a spine injury. One of the familiar repercussions is decreasing physical function, which causes depression and reduces the quality of life of them. Though increasing physical activity after spinal cord injury leads to improving service, level of physical activity in individuals with spinal cord injury is still lower than the normal population. Although there is a positive correlation between physical activity, quality of life, and reduce depression in both healthy population and people with spinal cord injury, there is no clear what type of physical activity can effect on the quality of life and reduce depression of people with spinal cord injury. This study is aimed to find any correlation between the type of physical activity, quality of life, and depression in people with spinal cord injury.

This study was a cross-sectional descriptive study. Sixty people with spinal cord injury participated in this study. Participants recruited from members of the Tehran Spinal Cord Injury Association. Inclusion criteria included: age above 18, presence of spinal cord injury diagnosed by a physician, discharge from hospital and living in the home; spinal cord injury should have occurred at least six months ago completion of the consent form. People depended upon respiratory devices, with progressing infection, with autonomic reflux and/or a condition affecting their movement (e.g. MS, stroke, Rheumatoid Arthritis) excluded from the study. Demographic information (including gender, age, education, and employment) and injury information (including injury level, injury intensity, time passed since trauma) gathered through a questionnaire. The all Persian version of International Physical Activity Questionnaire, 12-Item Short Form Survey and the Beck Depression Inventory were employed to measure physical activity, quality of life, and depression of people with spinal cord injury respectively. All Persian versions of the International Physical Activity Questionnaire, 12-Item Short Form Survey, and Beck Depression Inventory validated in the Iranian community. Also, the correlation between physical activity, quality of life, and depression evaluated using the Pearson correlation and multiple regression.

A sample of 60 individuals with average age 38.21 used in the present study, and the meantime passed since the spinal cord injury was 12.41 years. Among them, 31 ones were single, and 29 ones were married. 28.3٪ of sample subjects employed. For the spinal cord injury, it was at the lumbar level in 43.3٪ of the sample, at a thoracic level in 33.3٪, at a cervical level in 18.3٪ and sacral level in 5 percent Mean of physical activity for all participants was 2417.82 Met-min/week (SD=±2060). Most physical activities were associated with household and gardening activities (1665.42 Met-min/week). It respectively followed by a physical activity related to the occupation (1665.42 Met-min/week) and leisure time (316.71 Met-min/week). Minimum physical activity was related to transportation (39. 88 Met-min/week). Considering variance and mean of depression scores (20.93), participants in this study showed some degrees of depression. Mean physical quality of life was 30.26 and mean the mental condition of life was 41.68. Results also showed that the mean score of mental QoL for the sample was higher than that for the physical one. The physical quality of life showed a significantly positive correlation with the work-related (r=0.250), transport-related (r=0.249), leisure-related (r=0.238), and physical activity (p<0.05). However, total physical activity (r=0.006) and type of physical activity were not significantly associated with mental QoL. Transport-related physical activity (r=-0.229) and leisure-related physical activity (r=-0.326) were significantly and negatively associated with depression.

In the present study, physical activity related to leisure time had the most impact on the improvement of quality of life and also on decreased depression in individuals with spinal cord injury. This finding may reflect the significant role of the rehabilitation team, particularly occupational therapists, in the improvement of the level of leisure time activities in individuals with spinal cord injuries. Social and financial supports could improve leisure-related physical activity in people with spinal cord injury. Leasre-related physical activity is necessary to enhance the quality of life and depression among people with spinal cord injury.

Motor imagery is widely used in sports skill instruction and has recently gained attention as a compensation way in the form of motor performance training for Parkinson and brain stroke patients. However, so far, a novel way of imagery called PETTLEP has not been investigated in multiple sclerosis patients. PETTLEP imagery emphasizes on seven effective components in imagery such as physics, environment, task, timing, learning, emotion and Perspective.Therefore, the purpose of this study was to investigate the effect of PETTLEP and physical training on the performance and learning of tennis forehand in multiple sclerosis patients.

The present study was semi-experimental, including intra / inter group design. For this purpose, 33 patients with MS (37.5±3.02) were participated as a statistical sample in this study, who purposively selected among referrals to MS Society of Kermanshah city. First, Kinestatic and visual imagery questionnaire (Malouin et al, 2007) was used to examine the imagery ability of MS patients and then Edinburgh Handedness Inventory Questionnaire was used to confirm the right handedness of the subjects, then a table tennis forehand pre-test was taken from the subjects and they were divided to three groups of PETTLEP imagery, physical training and Combined group) PETTLEP imagery & physical training) Based on pre-test scores with Peer-matching method.The PETTLEP imagery group intervention included Mental imagery practice of Table Tennis Forehand using the PETTLEP method during 30 minutes.and the physical training group performed practically Table Tennis Forehand skill during t the same time in each session. Combined group Were placed under the PETTLEP imagery (15 minutes) and physical training (15 minutes). All groups 3 Sessions each week (for 6 weeks) performed related intervention. After one week from intervention, retention (Similar to pre-test) and transfer (Parallel forehand; Change direction of forehand) tests were performed. The research tool included the accuracy test of the Table Tennis Forehand Which was designed by lio and Master.The repeated measure ANOVA test was used to analyze the acquisition sessions. Observed significant effects were further assessed with LSD post-hoc tests. As well as, One-way was used to compare the groups in pre-test, post-test, retention and transfer tests. These analyses were based on Shapiro–Wilk's of normality and homogeneity of variance tests for all analyses, the level of significance was set at p < .05.

For MS patients, repeated measures ANOVA in acquisition sessions showed effects of groups (p=0.003, η2=0.324), sessions (p<0.001, η2 =0.0865), and interaction (p<0.001, η2=0.208) was Significant. Post hoc test showed that that tennis forehand accuracy of the all groups improved during acquisition sessions(p<0.05), and the tennis forehand accuracy of the PETTLEP imagery group was Significantly less than the physical training (P =0.014), and Combined groups (P =0.001). Whereas, there was no significant difference between the physical training and Combined groups (P >0.05). In addition, Results of one-way ANOVA in retention test showed that the tennis forehand accuracy of the Combined group was better than the physical training (P =0.001), and PETTLEP imagery groups (p<0.001). As well as the physical training group was better than the PETTLEP imagery groups (P =0.001). results of transfer test showed that the forehand accuracy of the PETTLEP imagery group was Significantly less than the physical training (p<0.001), and Combined groups (P =0.002), Whereas, there was no significant difference between the physical training and Combined groups (P =0.125).

Based on the findings, it seems the combination of physical exercises with PETTLEP imagery can be more effective as a treatment for multiple sclerosis patients, But Only PETTLEP imagery can not be a Suitable Alternativefor physical training alone

Mothers of children with autism spectrum disorder (ASD) require strong coping and support patterns because of the problems they face. The purpose of this study was to investigate the relationship between cognitive flexibility and psychological well-being and resilience in mothers with ASD children in Zanjan.

This descriptive-analytic study was of correlational type. The statistical population of the study included all mothers of students with ASD at elementary schools for exceptional children in Zanjan in the academic year of 2018-19. A sample of 180 mothers with these children was selected through availability sampling. The data were collected using Dennis & Vander Wal’s Cognitive Flexibility Inventory, the Reef Psychological Well-being Scale and the Conner-Davidson Resilience Scale. Pearson’s correlation and multivariate regression used for data analysis (α=0.05). Data were analyzed using SPSS software version 21.

There was a positive and significant relationship between the components of cognitive flexibility and the psychological well-being of mothers (p<0.001). Among the subcomponents of cognitive flexibility, the subcomponents of perceived behavioral justification and controllability had a positive and significant relationship with the psychological well-being of mothers; the former subcomponent was the most important predictor (p=0.003). Moreover, there was a positive and significant relationship between cognitive flexibility components and maternal resilience (p<0.001). The results of simultaneous multivariate regression analysis conducted to predict maternal resilience showed a positive and significant relationship between the subcomponent of perceived behavioral justification and controllability; the latter subcomponent was the most important predictor of resilience in these mothers (p<0.001).

Given the significance of the role of cognitive flexibility in predicting psychological well-being and resilience in mothers of children with ASD, emphasis must be laid on its components by relevant specialists in the field.

Learning disabilities can have negative consequences for both the individual and the family, and in particular due to the close relationship between mother and child for mothers. This disability can affect an individual's daily activities. Because the memory, reasoning, and ability to solve the problem in these children are painful. This disorder can provide challenges for the child in the social, emotional, and educational context. The history of research shows that the mothers of a child with a learning disorder have psychological stress and crisis and threatens the existence of a disabled child, compromise, and physical and mental health. Learning disability is a problem that affects the family and disturbs the mental function of mothers. The two components of psychological interest in this process are the maturity and happiness of mothers. Considering the newness of this therapeutic approach, its effectiveness on mental problems of mothers with children with special conditions seems to be necessary and can be transformed in psychotherapy of psychological issues. Also, due to the existence of psychological stress and low level of joy and happiness among mothers with a child with learning disorder and the existence of a research vacuum in the field of teaching the effectiveness of mindfulness on the purpose of this study was to determine the effect of mental education Knowledge about the level of resilience and happiness in mothers of children with learning disorder.

The research method was semi-experimental with pretest-posttest design with two experimental and control groups. The statistical population of this study included all mothers with children with a learning disorder in Tehran. Callings made in psychology and social networks and 45 mothers were selected using available sampling. Following a resiliency and happiness test for these 45 people, 12 eliminated and 33 had entry criteria. The criteria for entering mothers was to have a child with learning disabilities and no–divorce. Of the 33 patients, 30 patients willing to receive eight treatment sessions were entered into the study and randomly divided into two groups of control and test. Exit criteria were also a session absent during the course of treatment. The research tools were Conner and Davidson's Resilience Scale (2003) and Happiness Argyle et al. (1989). For the experimental group, eight sessions of 90 minutes of mindfulness training performed. For both groups, pre-test and post-test performed. To observe the ethical principles of research for the control group, after the research sessions, therapeutic sessions were also provided, and the confidentiality of the data of the research samples was assured. Finally, by using SPSS software version 20, Independent T-tests used to compare the age of the two groups and covariance test to measure the effectiveness at the level of 0.05 to analyze the findings.

The results showed that the mean of the resilience of the experimental group was 45.14±7.15 in the pretest to 61.41±9.96 in the posttest and the mean of happiness was 35.78±7.52 up to 52.74±9.34 increased. The result of covariance analysis showed that after eliminating the effect of pre–test, the mean scores of post–test of two groups were statistically significant (p<0.001).

This study shows that mental education for mothers with children with learning disabilities is useful, and it is effective in increasing the resilience and happiness of mothers. In other words, this study suggests that Mindfulness Education can be used for mothers with children with learning disabilities and can be used as a psychological intervention along with other interventions. It can also be an excellent treatment to increase the resilience and happiness of mothers with children with learning disabilities.

Female heads of the household include women who are in custody of the family due to death, divorce, wife imprisonment, etc. These women are among the vulnerable groups of society due to problems with care. In the current communities, the occurrence of social, economic, and cultural changes has led to changes in the construction of the family and the formation of the phenomenon of "supervised woman" has become commonplace. At all levels of human resource management and resources, organizations have become increasingly important as business success. This study aimed to compare the personality traits and coping strategies in successful and unsuccessful women in the field of occupation.

The statistical population of this study included all women heads of families in Tehran and Alborz provinces who during the years 2015 to 2018 entered the continuous cycle of support services of the welfare organization. The sample was selected using cluster random sampling method, and finally, 266 of these women evaluated in two groups of successful and unsuccessful women in terms of the job. Tools were, NEO questionnaires and coping strategies completed by the members of the sample group, and the data were analyzed using independent sample T-test.

The results show that among successful and unsuccessful women, there is a significant difference in the level of high neuroticism, extroversion, and flexibility. Also, the emotional-focused coping strategy has a significant difference in successful and unsuccessful women. So that unsuccessful women used the approach more than normal women.

Considering that female-headed households are in a position to deal with the challenges of family cohesion and family well-being, the way they spend financial and human resources on their self-employed support is significant. Therefore, because of these findings, it can be said that in creating employment for a female head of household, the role of personality factors along with economic support should be paid special attention and can also be paid attention to personality traits, guidance, and guidance Effective and timely, and ultimately prevented from failing.

Bipolar disorder (BD) is one of the chronic psychiatric disorders that accompany depression and mania phases. This study aimed to compare the effectiveness of mindfulness-based cognitive therapy (MBCT) and recovery-focused cognitive behavioral therapy (RFCBT) on bipolar depression and mania in patients with BD.

This study was a semi-experimental design with pre-test and post-test type with a control group. The statistical population of this study included all patients with bipolar disorder in psychiatric hospitals of Mohariri, Ibn Sina, and Hafez in Shiraz. Out of this sample population, 36 bipolar patients were selected to participate in the study. After obtaining informed consent from them, samples matched in terms of sex, age, illness, and drug therapy (all patients received lithium). Then, they randomly assigned to two experimental groups and one control group. The criteria for entering the study include the definitive diagnosis of bipolar disorder by a psychiatrist; having a DSM-5 diagnostic criterion for having mania, semi-mania, major depression, or mixed-age; age over 18; having a minimum reading and writing literacy and the ability to complete questionnaires; ; Absence from the acute phase of illness or hospitalization in the hospital during the past 2 months due to the intolerance of psychological treatment in the critical period of the disease (at least two months from the last recurrence period) and willingness to participate in the study. Exit criteria include spinal bipolar disorder (more than four periods of depression and mania less than one month that occurred during the past year), secondary bipolar disorder due to organic causes, and history of substance abuse during the past and present, the past or current history of other psychiatric disorders was in the first and second axis. A test group (12 people: 4 women, eight men) received cognitive-based Mindfulness Therapy. The second trial group (12 people: 4 women, eight men) received cognitive behavioral therapy focused on recovery, and the control group (12 people: 5 women, seven men) received no intervention and placed on the waiting list. Participants completed the Bipolar Depression Scale and Yang Mania Scale in pre-test and post-test. Data were analyzed by SPSS-22 software using covariance analysis.

The results of this study showed that both cognitive-based cognitive therapy interventions focused on recovery significantly decreased bipolar depression and mania in bipolar patients (p< 0.01). However, among There were no significant differences in the effectiveness of these two interventions on these variables.

In general, according to the findings of this research, it can be concluded that depression and mania which are the symptoms of patients with bipolar disorder can be as a result of the use of psychological interventions such as cognitive therapy based on mind-awareness and focused cognitive behavior therapy Improve on recovery. Also, since the sample of this study was under medical treatment, these two treatments can be used in conjunction with drug therapy for patients with bipolar disorder. On the other hand, these two treatments did not have any effect on depression and mania, and both treatments were equally effective.

In recent years, our awareness of excessive child mobility has increased dramatically, and attention has been paid to the level of activity, to attention defects and then to broader issues of social development. Estimates show a prevalence of 5 to 15 percent of primary school children with attention deficit hyperactivity disorder. Today, various interventions are used to treat sensory and motor disorders in children. One of these is the new hipo therapy. This study aimed to investigate the effect of horse therapy on some psychological and sensory-motor performance indicators in children with attention deficit hyperactivity disorder (ADHD).

The research was a semi-experimental study based on its nature and objectives, and a pre-test-post-test design with the control group. The target sample in this study was 20 children with attention deficit hyperactivity disorder (10 in the experimental group and 10 in the control group) who were selected using purposeful sampling. Tools were Conner's neuropsychological tests and Conners' questionnaire (teacher's version). Conner's neuropsychological test in Connor in 2001 was designed for the assessment of psychological nerve skills such as attention, memory, sensory-motor activity and visual-spatial processing in four spectra (not observed to severe) for children aged 5 to 12 years. The Conners Questionnaire (Teacher's Edition) has 38 questions and aims to diagnose children with attention deficit disorder and over-active by teachers. The method of rating is as follows: In no way zero points, low 1 point, average 2 points, high 3 points. The questionnaire has three components that measure the behavior of the child in the class, participation, and group collaboration, an attitude toward the authorities. The survey has 38 questions, and therefore, the total test score will range from 0 to 114. If the child's score is above 57, it indicates a defective disorder. The higher the score, the more the child's disorder will be, and vice versa. The construct validity of this tool was appropriately evaluated, and the reliability of this Cronbach alpha was reported to be 0.72. In this study, the experimental group was trained for horse riding for eight weeks and weekly three 90-minute sessions. The protocol of each session includes: familiarization with the horse (about 10 minutes) , horse's behavioral (about 10 minutes) , horse's coloring (about 10 minutes) , preparation and preparation of food (about 10 minutes) , horse feeding (about 10 minutes) Brush and horseradish (about 10 minutes) , horse riding (about 10 minutes) , familiarization with horse equipment (about 10 minutes) , and balance control on the horse at the time (10 minutes). During this period, the control group did not receive any relevant training. Kolmogorov-Smirnov and independent T-tests were used to analyze the data.

The findings showed that eight weeks of horse therapy intervention on psychological and sensory-motor performance including psychological symptoms, attention problems, sensory-motor function, memory and learning, executive functions, cognitive abilities, attention deficit disorder, child behavior in the class, participation and group collaboration and attitudes towards empowerment in children with ADHD have a significant effect and improve these indices (p<0.01).

A horse therapy period affects psychological parameters and sensory-motor performance in children with attention deficit hyperactivity disorder (ADHD).

Autism is a neurodevelopmental disorder characterized by deficits in social communication and social interaction, as well as restricted, repetitive patterns of behaviors and interests. Infants who develop autism have early deficits in social motivation, which is expressed by decreased attention to social information. These deficits lead to impaired socio-cognitive development. Base on researches, interventions implemented between 12–48 months is associated with significant gains in cognition, language, and adaptive behavior. To facilitate early diagnosis, screening tools whit suitable sensitivity and specificity are needed. The eye tracker is one of the screening tools that have attracted much attention in recent years. It requires no skills unless eye movement. So, it is suitable for screening at early ages. The goal of the present study was to investigate the social orienting in at-risk infants. It was expected that, in contrast to typically developing (TD) and developmentally delay (DD) infants, at-risk infants would show impaired performance on tasks measuring social orienting.

This study was a causal-comparative. The statistical population included 10-12 months boy infants in Tehran. The research sampling was Stratified sampling. Fifty-three boy infants were selected and divided into three groups based on diagnostic criteria (the experimental group included 13 at-risk infants, and control groups included 20-TD and 20-DD infants). Parents were asked to complete the Age and Stage Questionnaire (ASQ) (Bricker & Squires, 1995) and the Functional Emotional Developmental Questionnaire (FEDQ) (Greenspan, 2002). Then infants regarding ASQ and family history of autism were divided into an at-risk group (developmentally delay and ASD-sib), DD-group (developmentally suspend without autistic history) and TD-group (no history of developmentally delay or ASD). Then, Infants completed three social orienting tasks: orienting to direct gaze, biological motion, and dynamic social images (DSI, children moving) and their eye movements record whit eye-tracker (Tobii, TX300). For each kind of stimuli, we calculated several variables: the total fixation duration, the whole looking time on screen, and the number of saccades between images. Results analyzed by Kruskal–Wallis one-way analysis of variance, one-way ANOVA, Wilcoxson test, paired sample T-test with dependent groups, and Bonferroni method (p value=0.05) Using SPSS version 21 software.

The total time spent looking at the screens was not statistically significantly different between the three groups (p>0.05). When viewing point-light displays of biological motion, at-risk infants were random in their looking patterns: 44.72% on the upright figure vs. 55.28% on the inverted (p=0.116). In contrast, both control groups demonstrated significant preferential attention to the upright animations: 61.54% upright for the TD group (p=0.002), and 57.54% upright for the DD group (p=0.002). Comparison across groups was not significantly different (by Kruskal–Wallis one-way analysis of variance, p=0.336). The difference in the fixation duration on dynamic social images (DSI) between the three groups is statistically different (by one-way ANOVA analysis of variance, p=0.003). In pairwise comparisons, looking by the at-risk group differed significantly from that of the TD group (p = 0.002 in comparison with the TD group, and p= 0.065 relatives to the DD group). The percentage of time spent on DSI was 55.4% vs. 44.6% on the dynamic geometric images (DGI, moving geometric shapes or toys) in the at-risk group (p=0.283). In contrast, both control groups demonstrated significant preferential attention to the DSI: 60.91% for the TD group (p=0.001), and 60.69% for the DD group (p=0.005). Comparison in the fixation duration on direct gaze across groups was not significantly different (by Kruskal–Wallis one-way analysis of variance, p=0.892). The percentage of time spent on direct gaze was 50.6% vs. 49.4% on the averted gaze in the at-risk group (p=0.600); 50.54% vs. 49.45% for the TD group (p=0.940) and 53.44% vs. 46.56% for the DD group (p=0.086).

This finding highlights that social orientation in the first months of life is damaged in at-risk infants. It appears that social orientation assessment in at-risk infants has the potential to autism screening in early years. Eye-tracking revealed a promising future for autism screening at an early age. Further research is needed to confirm the findings.

In elementary schools, especially in lower classes, we often encounter students who have difficulty reading, writing, counting, and other educational activities, although they are normal or near-normal levels of intelligence. Such students are not known before they go to the primary school, on the other side we know that a high percentage of children's brain develops in the first six years of life, and many neuroscientists believe that synaptic bonds in brain development at an early age are far higher than in the later periods, and in the age range of 5, It reduces a little whereas decrease in memory will cause troubles in life and may lead to impairment in reading and math. For this reason, diagnosis and rehabilitation of learning disabilities are essential before entering school. The purpose of this study was to predict learning disabilities in pre-school children.

The research method is a correlation. All students who studied at a pre-school level in one of the cities of Kerman selected as the statistical population. Using the Cochran formula, about 180 people are enough for the sample group. To avoid the fall error, 240 questionnaires distributed, of which 206 questionnaires entirely completed. The sampling method is a random cluster. The sample includes children aged between 5 years and six months to 5 years and 12 months. The individual test  run and the approximate time for each child was about two hours since five-year-old children cannot answer all the questions at one time, the test conducted in 5 sessions. The research tool to test learning failure is a visual-auditory memory test and Goodenough test, which is stable and reliable enough. Preschoolers responded to all three tests. Data were analyzed using descriptive statistics and logistic regression model. The examiners were eight graduates of elementary education major who had experience in kindergarten.

To determine the prevalence of learning disability, children's crude scores first calculated in the test, Diagnosis of Learning failure. According to the cut-off point (a standard deviation below the mean), the number of children who scored below the cut-off point was 26 from which one of the children diagnosed with the Goodenough IQ test and interview with the border teacher. Since the total sample is 206 children, the prevalence rate is 12.13%. The average total memory scores of the normal children were 24.58±5.26, and the average total memory scores of children with learning disabilities were 18.11±5.7, respectively, and the average score of the total test of learning disabilities in children with this problem was 126.5 ± 9.91 and in normal children was 162.51±11.93. As we have seen, the mean scores of normal children in the total test of learning failure, including subscales (shape rotation, shape and field, voice recognition, numeric detection, writing letters same as patterns, visual argumentation, word meaning, symbolizing, maze, different phone(me) recognition, comprehension, auditory differentiation, completion of unfinished sentences, visual distinction), and in the memory test, which includes subscales (numerical, verbal, reversible numerical and visual), is higher than children with learning disabilities. The results of the analysis of Logistics regression showed that the effect of memory on learning disability was significant (p<0.01), but the gender effect was not significant. Two independent variables (memory and gender) have been able to explain 29% of the variation in the level of learning disability. The accuracy of the total classification of individuals was 87.7%. This accuracy is 20% for people with learning disabilities and 98.7% for normal people.

The results showed that this model could be used to detect the early learning disability of pre-school students, and if a child got a low score in the memory test, he would be referred to the treatment centres as soon as possible.

Cardiovascular disease is one of the main causes of mortality in industrialized countries. Many psychological factors such as emotional regulation, personality traits have an impact on the quality of life and life expectancy of heart patients, and these factors have an important role in the development of the cardiac disease. Therefore, this study was aimed to find a pattern of structural relationships between personality traits, quality of life and life expectancy by mediating emotional regulation in cardiac patients.

The research applied (in terms of purpose and conditions of data collection method) descriptive and correlational. The statistical population of included all patients with congested heart disease and outpatients from April to the end of June 2018 who were admitted to Farshchian Hospital and outpatients referred to the clinic and heart clinic, as well as the private clinic of heart in Hamedan (Hamedan province, West of Iran). The method of sampling in this study was that from the list of patients referring to the hospitals and clinics of heart rehabilitation centre of Hamadan. Conditions entry into the present study were surgery, admission and ambulatory treatment. With the available sampling method, 250 people selected and completed the relevant questionnaires — this research conducted in a field and library manner. In the field method, using the questionnaire and its distribution in cardiovascular patients, the data needed to be analyzed, and in the library method, using the vector of the relevant books, scientific articles, the research sites and journals of the theoretical and empirical backgrounds related to the present research were collected. The present investigation was correlation research using "structural equation modelling" methods, which was studied through modelling and analyzing the correlation path between each of the variables. The structural equation modelling method is used in two stages to test the pattern, which includes the test of the model of measurement and structural. The measurement model examines the validity and validity of measurement instruments, research structures and tests the structural pattern of the hypotheses and relationships of the variables. The research tools consist of quality of life questionnaires (Varsharbun, 1992), cognitive emotion regulation (Garneschi et al., 2001), five factors of the Neo character (Costa and McCraey, 1992) and the life expectancy test (Miller and Powers, 1988). SPSS-22 and AMOS-22 were used to analyze the data. In general, using the structural equation modelling technique and using the Amos-22 software, the research hypotheses are tested. The most current statistical fitness indexes of the model including absolute fitness (Chi-square, CMIN, fit indices) (Root Mean Squared Estimate Error (RMSEA), normalized equilibrium index (PNFI), and adaptive adjustment indicators (CFI), Benthaler-Bonte (NFI), Tucker-Louis index (TLI) calculated. Standard fit indices presented in the measurement models for the research variables below each form. Fit if the ratio of Q2 to the degree of freedom was less than two, the model had a suitable fit, the RMSEA index was less than 0.05, and the other indicators were also preferable to the one closer to each other.

There was a significant relationship between life expectancy, personality traits and emotion regulation, with standard coefficients of 0.75, 0.63 and 0.37 with quality of life variable at 1% error level, respectively (p<0.01). By fitting the structural equation model and fitting the final model, the fitting indices for Chi-square with the value (CMIN=632.752, NPAR=67, p=0.056), TLI=0.996, CFI=0.935 and NFI=0.962. On the other hand, the value of the normalized fitting index (PNFI) equalled 0.578 and RMSEA was 0.045. These values, albeit meaningfully, of the Chi-square, indicate that the model obtained has a suitable fit for the data.

According to the findings of this study, holding workshops for patients in the early stages and during treatment for education (hope for treatment) and modifying the type of personality is a very useful and preventing exacerbation of the disease.

Specific learning disabilities involve disorders of learning and cognition that are intrinsic to the individual. Specific learning disabilities are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. Specific learning disabilities may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits. Children with specific learning abilities have a poor sense of self-efficacy. Research has demonstrated a relationship between child self-efficacy and mother-child interaction. Mother created an environment that may influence child self-efficacy in a numerous way. There continues to be a need for effective interventions that can be utilized within the home setting to assist the student with specific learning abilities. One of these interventions is Mindfulness-Based Cognitive Behavioral training. Mindfulness is a process of openly attending, with awareness, to one’s present moment experience. Despite numerous studies available on Mindfulness-Based Cognitive Behavioral training, only a few have examined the effectiveness of this therapy on a student with specific learning disabilities and their mothers, Therefore the present study aimed to investigate the effects of mothers’ Mindfulness-Based Cognitive Behavioral training on Self-Efficacy in their children with specific learning disabilities.

In a quasi-experimental design, a pretest-posttest and follow-up with the control group paradigm applied. The statistical participants of this study consist of all mothers and students aged 8-12 years with specific learning disabilities in Tehran city in the academic year of 2017-2018. A sample of, 56 (28 mothers and 28 children) were selected through purposive sampling method and randomly divided into experimental (14 students with their mothers) and control groups (14 students with their mothers). The Inclusion Criteria for mothers were being 25 years old or above, holding a diploma degree or above. Also, the exclusion criteria were suffering from psychotic disorders. Inclusion and exclusion criteria were evaluated based on interviews and self-reports of participants. Data collection tools were the Morgan Jinks Children's Self-Efficacy scale which was performed before and after the intervention and in the follow-up period of 3 months on both control and experimental groups. Morgan-Jinks self-efficacy scale has thirty items and three subscales: talent, effort and context. This instrument was validated through field testing and item analysis. The resulted in the 30-item scale with an overall reliability coefficient of 0.82; the subscale alphas were 0.78 for talent; 0.70 for context, and 0.66 for effort. The experimental group received cognitive-behavioural of Mindfulness-Based Cognitive Behavioral training in 8 sessions of 2 hours. The control group did not receive any specialized training. The groups tested before and immediately after the intervention and at the follow-up period of 3 months. Repeated measures of variance analyzed the collected data. All analyses were done in SPSS.

Data analysis showed that Mindfulness-Based Cognitive Behavioral training for mothers has no significant effect on the Self-Efficacy of their children with specific learning disabilities in the experimental group. Also, there was no significant difference among, pretest, posttest and follow up scores of Self-efficacy subscales (talent, context and effort) in the control group and the experimental group.

As a part of the treatment for students with specific learning Disabilities, mindfulness should be used with caution.

With the growing complexity of marriage and family, there is abundant literature on marital relationships and marital adjustment and an emerging understanding of how marriage might influence health and well-being. The understanding marital relationship is also very timely, given the changes the institution of marriage has been witnessing over the last several decades. The link between “better” or “worse” marriages and “sickness and health” has been a subject of much researcher interest over the last half-century. Being married contributes to concordance in health behaviors over time between spouses. Moreover, the marital adjustment may also buffer against the impact of non-marital stressors on health behaviors and increase personal resources (i.e., self-efficacy, self-regulatory capacity) needed for initiating and maintaining health behavior change. The marital strain may add or interact with non-marital stressors leading to increased use of health-compromising behaviors to cope with such stressors and decreasing personal resources that could be used during change attempts. Marital adjustment, which refers to affective and cognitive states along with the related actions that are precedent to terminating a relationship, is a crucial indicator of well-being. Several studies have shown that separated and divorced couples experience more significant risk for mental and physical health problems, as well as can have strong negative consequences for their children, such as impacting their children’s mental health, academic and social performance. Since marriage maladjustment is detrimental to the family unit and society, the importance of identifying the factors that promote marital adjustment is overwhelmingly apparent. Meanwhile, the role of the family and the way their members communicate with each other in shaping the quality of marital life is very important. The beliefs and cognitions that exist in the minds of individuals, such as couples, affect their communication. Understanding these beliefs and their influence on couples, family functioning, marital adjustment and the continuity of this relationship cannot be ignored. The purpose of this study was to compare the efficacy of the integrative behavioral couple therapy and couple rational- emotive- behavior therapy on communication beliefs among maladjustment couples.

This study method was a semi-experimental study with pre-test, post-test, and control group. The statistical population of this study was all couples with marital complaints referred to Ilam counselling and psychology centres in 2017. Among them, 30 couples were selected through the available sampling method and accidentally homogenized in three groups. Relationship Belief Inventory by Eidelson & Epstein (1982) for pre-test and post-test. Data were analyzed using multivariate analysis of covariance, Bonferroni follows up test and SPSS software and 0.05 probability values.

The results of this study showed that Integrative Behavioral Couple Therapy was effective on post-test scores of disagreement is destructive belief (20.10±2.58, p=0.001), mindreading is expected belief (22.50±4.12, p=0.001), partners cannot change belief (22.50±4.12, p=0.001), sexual perfectionism belief (22.40±3.72, p=0.001) and sexes are different belief (22.00±3.43, p=0.001). Rational-Emotive Behavior Therapy was effective on post-test scores of disagreement is destructive belief (19.45±2.23, p=0.001), mindreading is expected belief (23.40±3.16, p=0.002), partners cannot change belief (23.75±3.41, p=0.003), sexual perfectionism belief (22.00±3.15, p=0.001) and sexes are a different belief (22.30±3.71, p=0.001).

The purpose of psychotherapy is to make desirable changes in the system of individual beliefs. Rational-Emotive Behavior Therapy is characterized by commonly accepted approaches to cognition and behavior, which emphasizes thinking, judging, deciding, analyzing and practicing. Another method used for couple treatment is Integrative Behavioral Couple Therapy. The goal of Integrative Behavioral Couple Therapy is emotional acceptance through the release of vulnerable emotions that enhance empathy and change behavior. Based on the findings of this research couple therapists and counsellors can increase marital adjustment of the couple by training correct relational beliefs via integrative behavioral couple therapy and rational- emotive behavior therapy.

Emotion regulation refers to internal and external processes of responding to inhibition and monitoring, evaluation and modulation of emotional interactions, especially their transient features, to achieve the desired goal. Emotion regulation plays an important role in adapting to the stressful events of life, and it is one of the adolescent requirements to assertiveness. Assertiveness refers to the ability of individuals to express honestly, directly, explicitly, decisively and without violating the rights of others with the dignity of expressing feelings, beliefs and needs. Assertiveness as an individual's ability to defend themselves and the ability to "say not". The purpose of this study was to compare the emotion regulation strategies and assertiveness in students with and without learning disabilities in Khorramabad city. 

The method of this study was causal and comparative; this means that the variables of emotion regulation strategies and assertiveness are compared between the two groups. The statistical population of this study was boy students aged 12-16 years at high school in 2016-2017. Among the statistical population, 30 students with special learning disabilities selected through targeted sampling and 30 normal students through cluster sampling. The sample was matched based on the level of education and gender. After obtaining the necessary permissions from the education department of Lorestan province (West of Iran), a list of the first high schools of Khorramabad city was selected to select normal students in a cluster sampling from all schools. The validity and confirmation of the diagnosis recorded in each student with a special learning disability investigated by a clinical interview which conducted based on DSM-5 criteria for students with a learning disorder and diagnostic checklist of special learning disorder. Data were collected using the Diagnostic Checklist for Specific Learning Disorders and the Garnefsky Emotion Regulation Strategies Questionnaire and the Gambler and Richie Expression Scale. Independent t-test also used for data analysis.

There was a significant difference between two groups of students in emotion regulation strategies and assertiveness in the group of students with learning disabilities, less than normal students was (p≤0.001). This means that students with learning disabilities had problems and weaknesses in emotion regulations and assertiveness. 

Regarding the role of emotion regulation strategies and assertiveness in psychological and social adjustment and the weakness of students with learning disabilities in emotional regulation and assertiveness, it is suggested that psychologists and clinical counselors in schools use training to strengthen variables.

Prevalence of childhood eating problems is far from being described in preadolescence. A range of eating behavior problems has been described in preadolescence. However, knowledge of the development and course of these problems are not understood. Because eating pathology most commonly emerges in adolescence, the preadolescent years may be a particular key-development period of interest in relation to the development of eating behavior problems. Parents have challenges on their children’s eating behaviors. One important determinate of children’s eating behaviors is the feeding practices that parent’s use. Among the behavioral abnormalities of children, one can point out their behavioral problems during meals. Accordingly, the purpose of this study was to investigate the effectiveness of art therapy based on painting approach on eating and maladaptation problems in children. The items can be grouped into two broad categories: items pertaining to the child and items pertaining to assess food preferences, motor skills, and behavioral compliance. The items in the parent domain are indented to assess parental child behavior controls, cognitions and feeling about feeding one’s child and interaction between family members.

 The research was semi-experimental (post-test pretest with control group). The statistical population of this study was on 4-6 year-old children. Using randomized cluster sampling from 5 kindergartens and preschool children from Malayer city (Hamedan province, west of Iran), 30 children with behavioral and incompatible problems were selected as sample and randomly selected in two groups (15 children in experimental group and 15 children in control group). The instrument used was Rutter's parent behavioral assessment questionnaire (1979) and the child behavioral eating inventory (CEBI, 1990). The Rutter’s parent behavioral assessment assesses four dimensions of anxiety and depression, antisocial behaviors, social incompatibility and hyperactivity, a lack of attention, which includes 31 questions. The CEBI is a parent- report instrument that conceptually derived from a transactional/ systemic approach to childhood eating and mealtime problems. The CEBI has 40 items. The intervention program (art therapy) was run in accordance with a protocol at 8 sessions of 45-30 minutes and twice a week. Art therapy was one-to-one. Although in one of the schools it was also offered in a small, closed group, all the children spoke only about one-to-one art therapy. The art therapist met with parents and teacher first to obtain their understandings of the child’s difficulties, and to enquire about developmental history, sources of resilience in the child and family, and any traumatic events. Engagement in art or other activities together that had a creative element, such as play, gardening or choosing clothes, may be enquired about. The art therapist then met with the child to talk about what difficulties therapist and child might work on together, explain how making art may help the child to talk about and understand difficult feelings, and explain about confidentiality.

Covariance analysis showed a significant difference between the mean scores of pre-test and post-test in both experimental and control groups. Finding was for eating disorders (F₌201.146, p≤0.001) and for maladaptive problems (F₌50.38, p≤0.001).

Therapeutic painting program was effective in reducing the eating disorder also the results of the findings showed that art therapy with a painting approach was effective in improving the compatibility of children with eating behavior problems. Compliance problems in these children were behaviors such as excessive extortion, repetitive behavioral habits, and turbulent mood. On the other hand, art is like a behavioral exercise that teaches children how to recognize their emotions in different situations and use them to adapt to those learned skills.

Elderly is a sensitive period in human life. Attention to needs of this stage is a social necessity. The presence of mind and consciousness in the instant can be a way to achieve recognition, affection and a stronger wisdom is in years of aging. According to the view of most researchers, it is a summation of the person's life and if person be stronger in structures such as wisdom, moral intelligence and spiritual intelligence, it will have a better performance in terms of life. Therefore, the purpose of this study was to determine the effect of mindfulness education on ethical intelligence, spiritual intelligence and elderly wisdom.

This experimental study was a pre–test and post–test type with control group. The statistical population of the study consisted of all elderly members of the old age centers of Tehran. Sampling was done in two steps, in the first stage, aged population were selected from 23 districts of Tehran. The local areas of 1, 14 and 19 were considered and according to the number of elderly of each district (amount of elderly people were weighed in each district). Subjects were randomly systematic and based on entry conditions, which included age 65 years and older, no history of physical and psychological illness and marriage among the members of the districts. To do the research, written consent were recorded from elderly club. The research Instruments included the questionnaire of ethical intelligence of Link and Kiel, King's spiritual intelligence questionnaire, and the three–dimensional questionnaire of Ardlet's micro. Experimental intervention (mindfulness training) was performed only for the experimental group, during eight 90–minute sessions and the intervention group did not attend in them. The obtained data are analyzed using mean, standard deviation and independent T–test analyses.

There were not significant differences between the two groups in the pre–test scores. Therefore, it is not necessary to control the pre–test values. Independent T–test for comparing the post–test scores of the two groups test and evidence were used. Findings showed that the mean post–test scores of the two test groups were significantly different in the mentioned components, it meaning that the experimental group received training, namely, mindfulness training, in all four components of the spiritual intelligence variable. It had a desirable and significant increase in the two components of the moral intelligence variable, as well as the experimental group receiving mindfulness training in all three components of the variable wisdom have shown significant improvement and improvement (p<0.01). The findings showed that there was no significant difference between the two groups of the experimental and control groups in the two components of the moral intelligence variable meaning that the experimental group did not upgrade and increase the score with the knowledge of mind education in these two variables (p>0.01).

Mindfulness by focusing on individual concentration and non–judgmental acceptance of what is happening can be seen in contrast to situations like mental employment with memories of program imagination or anxiety and automatic behavior in which attention to the other thing is focused. Given that the mind of consciousness as a lifestyle, consistent with the natural nature of man, is capable of influencing the emotional system of individuals, raw feelings and impulses of their actions, transforming the view into transformational life and improve the quality of communication with oneself, others and the world, or compassionate and realistic acceptance in order to increase satisfaction. Being educated at the elderly and retirement homes after old age, the program could be seen in contrast to situations like mental employment with memories of program imagination or anxiety and automatic behavior in which attention is focused on something else centralized.

Subjective mental retardation is one of the agents that in the condition people have less activity than other normal one because of their mental and psychological problem. Based on type of society approach to them, they have less active in comparison with healthy people, and due to this lack of mobility, suffer from physical–motor weakness. One of ways to improve motor behavior of children with intellectual disabilities is physical activity and exercise. Experts believe that physical fitness is a prerequisite for success in other forms of movement. Accordingly, the purpose of this study was to compare effects of functional exercises and school games on motor skills of educable intelligence girls.

This study was semi experimental and pre–test and post–test. The statistical samples of this study was 30 girl students 10–16 year’s old schoolchildren of psychology and exceptional school from Neiriz city (Fars province, South of Iran). Participants were identified based on diagnosis of mentally retarded psychiatrists and at Raven's intelligence test; they scored 50 to 70, indicating that they were educable. Then the participants were ranked from top to bottom according to the score in the test. Therefore, based on three consecutive scores divided in the exercise practice group, control group and primary game group. The instrument for collecting data in this study was the Brinhinks–Overstrain expiratory test, which is a normal reference for general and subtle motor skills. Some functional exercises practice included walking forward, sitting and getting up from the chair, spiral movement from eight cones for distance of 1 meter, standing on the soles and heels of feet, along with changes in the direction of the side to side, front and rear. In the primary games group, 45 minutes played after 15 minutes warming, were considered smooth running. The exercise practice group, as well as the primary school group, trained for 8 weeks and the control group was only followed up and did not receive an intervention. For data analysis, SPSS software version 21 was used for comparison between paired t–test and covariance analysis was used for comparison between groups. A significant level of p≤0.001 was considered.

The results of covariance analysis showed that there was a significant difference between the scores in the exercises practice and primary school game and the control group. These deference were in the large motor skills (F=81.54, p≤0.001), balance (F=28.8, p≤0.001), coordination (F=19.47, p≤0.001), running speed (F=74.22, p≤0.001) and foot strength (F=98.9, p≤0.001). Also, post–test results showed that there was no significant difference between the scores in the functional training group and the games in the variables of gross motor skills, balance, coordination, running speed and strength of the feet.

Functional exercises and primary school games can be used to improve motor skills and balance, leg strength, speed, and coordination of girls with intellectual disabilities.

Sense of vision is the basis of visual imagery. Blind people can compensate for their deficiencies in mental imagery, based on the sensory compensation theory. However, the effect of blindness on some mental processes shows that the performance of blind children and adolescents in visual imaging is different toward normal children and adolescents. Therefore, hearing perception plays a crucial role in the visual image of the blind. The process of formation and perception of space symbols create in the blind people by gradually listening to the sound patterns of different people from their personality traits; imagine the images in their mind and believe into it. Therefore, the present research aimed to consider the visual imagination of personality characters of a teacher in seeing and blinded boys with and without experiencing the puberty.

This study was a causal-comparative study. The statistical population of this study included all of normal and blind students of Tehran city (capital city of Iran) with and without the puberty experience. One hundred twenty students of primary school (fourth, fifth, sixth grades) and high school (tenth, eleventh, and twelfth grades) were chosen by purposive sampling method for the study. The first stage, five female volunteer teachers who differed in terms of biological and personality characteristics were selected, and his voice recorded by saying a single sentence. The normal and blind student chose one voice from five voices individually, and it was chosen as the selected voice, and the study entered the second stage of sampling. The selected voice replayed for people who voted on it, and those who voted for four other voices were excluded from the study. Then the participants in the sample were asked by using the questionnaire and rebroadcasting the selected voice individually. To data gathering, Catell’s sixteen factors personality inventory and biological features and researcher-made questionnaire on psychological characteristics were used. Validity and reliability of self–made questionnaire were assessed by experts’ opinion and Cronbach’s alpha. We used Chi-Square for data analysis. Validity and reliability of two constructed teacher questionnaires were evaluated at a very good level. Collected data were analyzed using SPSS version 24 and Chi-square test at a significant level (p<0.05).

There is a significant difference (p<0.05) between four groups in terms of visual imagery of the arranged teeth, having smooth skin, age, height and psychological features: the high–performance, irascibility, daring and attractiveness of the sound owner. However, in some biological and psychological characteristics, there is no significant difference between them. Also, mature blinded students had a clearer visual imagination of voice owner.

The study indicates that according to the characteristics of students (regular and blind with and without the experience of puberty), they have different sound imaging. Also, they did not give a negative personality, and they attributed all the positive biological and psychological attributes to the teacher's volunteer, which can be explained according to social psychology theories as well as the teacher's voice in teaching and learning, adaptation, and rehabilitation of blind students is important. Therefore, sound with reverence, affection, happiness and respect is important in the mental health of blind students.

It has been observed that short–term solution–focused approach training is effective in addressing behavioral, emotional and educational problems, and promoting social and communication skills in different groups of clients, including teenagers and students. This study aimed to examine the group training of solution–focused approach on examination anxiety and self–esteem of students and this study is seeking to answer this question: whether group training of solution–focused approach is effective in examination anxiety and self–esteem. 

The research design was a quasi–experimental design with control group and was examined in a way such as pre–test, intervention and post–test. The statistical population of this study consisted of all female students of first secondary school of Koshkuiyeh in 2016–2017 academic year with 352 students. Among the first secondary schools of Koshkuiyeh, a school was randomly selected and after initial screening, 50 female students who had high examination anxiety and low self–esteem were randomly assigned to two experimental (n=25) and control groups (n=25). The educational intervention program was conducted in 8 sessions of 90 minutes based on the educational sessions of solution–focused approach. In order to measure the desired variables such as examination anxiety and self–esteem used Speilberger and Cooper Smith Self Esteem Inventory respectively. In this research, we used the descriptive statistics method to answer the research hypotheses including: frequency, percentage and cumulative frequency, mean and standard deviation and in order to determine real data, we used Kolmogorov–Smirnov Test and for answering the research question was used Analyze of Covariance test with SPSS–22. 

The results showed that there was a significant difference between the examination anxiety scores in post–test after eliminating the effect of pre–test (p≤0.001). The results also showed that there was a significant difference between the scores of self–esteem in post–test after eliminating the effect of pre–test (p≤0.001). 

According to the results of this study, it can be stated that a solution–focused brief therapy can reduce the examination anxiety in high school girls.

Adolescence is a crucial period in the human developmental cycle. The profound psychological, physical and social changes that occur during this period distinguish adolescence from other humans’ developmental periods. Adolescents are prepared at this stage in human development to enter an adult education and deal with life issues. From the range of teens' problems, depression is a disruptive mood disorder that can lead to many problems in their lives. The prevalence of adolescent depression may be higher among adolescent girls compared to boys. Sexual changes and identity–related questions and challenges, along with their need to gain independence from childhood dependencies, cause some adolescents to experience different social maladjustments during this period. These maladjustments, in addition to family tensions, have been influenced by the type of interactions among students through the spread of other social environments, especially in school, and may include issues such as maladjustment with classmates and teachers, academic failure, leaving school, anxiety and decreased self–esteem. For this reason, social adjustment is one of the variables that can be taken into consideration in the direction of assistance to depressed student girls. Accordingly, this study aimed to determine the effect of positive mindfulness therapy, mindfulness–based cognitive therapy and cognitive–behavioral therapy on social adjustment in female students with depression.

The research method was semi–experimental, and research design was four groups with two stages (pretest and post–test design). To carry out the research, from 400 first secondary school female students with depression in Naein city (Yazd province, Iran) in 2017, 60 female students were selected based on criteria of entry and exit. Then randomly assigned in four groups; including three groups of positive mindfulness therapy, mindfulness–based cognitive therapy and cognitive–behavioral therapy (each group with 15 persons) and control group (with 15 people). Social adjustment questionnaire was used to measure the dependent variable in the pretest and post–test. The group of positive mindfulness therapy, mindfulness–based cognitive therapy, and cognitive–behavioral treatment received 12 sessions of treatment, and the control group did not receive any treatment. The data were analyzed by analyzing the pre–assumptions for the normal distribution of data, equality of error variance, regression line slope and equality of variance–covariance matrix by multivariable analysis of covariance. Data analysis was done using SPSS 21 software. 

Descriptive findings showed that in the overall social adjustment, the mindfulness–based cognitive–therapy group had a mean of 36.5 in the pretest phase and in the post–test phase, the mean of this variable changed to 17.7. In the positive mindfulness therapy group, the mean of overall social adjustment in the pretest phase was 48.1, and in the post–test phase, it changed to 3.1. In the cognitive–behavior therapy group, the mean of overall social adjustment in the pretest phase was 35.97, and in the post–test phase, it changed to 7.53. In the control group, the mean of overall social adjustment in the pretest phase was 38.6 and in the post–test phase, it changed to 34.87. In four research groups, three components of social adjustment, emotional adjustment and academic adjustment were changes in the direction of changes in overall social adjustment. Results of multivariable analysis of covariance showed that there was a significant difference between the positive mindfulness therapy, mindfulness–based cognitive therapy and cognitive–behavioral therapy and control groups in social adjustment and their components (social adjustment, emotional adjustment and scholastic adjustment) in post–test after controlling for pretest (p<0.001). Also, there was a significant difference between positive mindfulness therapy with cognitive–behavioral therapy in scholastic adjustment and total of social adjustment.

Positive–mindfulness treatment as a modern and valid treatment can be used alongside other treatments to help depressed student girls and their families, and in particular to promote the social adjustment of these girls. Therefore, at the practical level, it is necessary, first, to provide accurate information in girls' schools about the possibility of solving the problems of social adjustment of depressed student girls to school administrators, teachers, counselors and families. At the level of psychological treatment centers, also it is necessary to use positive–mindfulness therapy along with other mental treatments for depressed girls who have a problem of social adjustment and refer to these centers through schools or families. In sum, the results of this study by documenting the effect of positive–mindfulness therapy suggest that this new and combined therapeutic approach has significant potential for the treatment of mood disorders in adolescents.

Special learning disorder is one of the most popular psychiatric disorders in children. In fifth diagnostic guide and statistical classification of mental disorder, the prevalence of this disorder in educational fields (reading, writing and mathematics) was reported 5–15% in elementary schools in different languages and cultures. The prevalence value in adults is unknown, but it seems that it is approximately 4%. Birth and presence of child with disability in each family can be an undesirable and challenged event, which causes tension, disillusion and disappointment. This situation irrespective of the culture type and society provides the conditions to reduce the psychological health, life quality, life satisfaction and to increase the challenges and problems in the family. Under such a situation, although all members of the family will damage but mothers influence more due to having the traditional role of caregiver, feel more responsibilities towards their children. Particularly, when there is a problem about her child, mother feels more discomfort and this problem affects their mental health and compatibility. As a result, they will face with more psychological problems and pressures. Researches have shown the amount of anxiety–based disorders in mothers of children with learning disability is more than that of mothers of normal children. Regarding the importance of psychological health of mothers and expansion of influential area of social anxiety disorder and its correlations, treatment of the disorder and its associated characteristics will have dual importance. One of the most applied approaches in treatment of anxiety–based disorders is cognitive–behavioral therapy. The essential principle of cognitive–behavioral approaches is that the cognition affects the feeling and behavior. These approaches emphasizes on decreasing the effect of incompatible or inefficient feedbacks or beliefs. On the other hand, specialists believe that reality therapy is a type of therapy, which its application is possible for all people with problems. lack of correction of reality, taking responsibility and accordingly, planning to achieve the goals are the most fundamental requirements of human–being in the life process which have been considered important in this therapeutic approach. Reality therapy is established based on the selection theory. In this theory, it is believed that all actions, which we perform, is behavior and almost all our behaviors are selected. The present study was performed to examine the difference between the efficacy of cognitive–behavioral group therapy and reality therapy on reducing social anxiety in mothers of students with special learning disorder.

Research method was semi–experimental with pretest and posttest design with control group. In this study 45 mothers of children with special learning disorder were selected as available sampling from learning disorders therapy centers from Babol city (Mazandaran province North of Iran) during 2017–2018 academic year (in the research process due to the test decline, it reduced to 40 persons). They were included randomly and in equal volume in three groups including two experimental groups and one control group. An intervention was performed during 8 sessions in two empirical groups. Connor (2000) social anxiety questionnaire was used before and after teaching. For analysis, covariance test was calculated using SPSS–22 software.

Koalas analyses showed that cognitive–behavioral group therapy (F=8.88, p=0.007) and reality therapy group (F=12.89, p=0.001) significantly affected on reducing social anxiety of mothers of students with special learning disorders. However, Toki's following test showed that there was no significant difference between the efficacy of these two methods.

Regarding the results of this research, it is recommended to therapists who are working with parents of students with special learning disorder to use cognitive–behavioral group therapy and reality therapy to reduce the symptoms of social anxiety of mothers of these students.

Many senile people describe the ageing period as a loneliness period, calling it an unpleasant and scary experience. Social isolation is a widespread phenomenon. Near the 25 to 50 percent of the total population, over 65 years old experience it in terms of age and gender. Given to elderly population growing and the fact that in our country (Iran) has begun to experience ageing, it is important to consider the social needs and communication networks of the elderly. The primary purpose of the study was to investigate the relationship between socio–economic, social and social characteristics of the elderly in Tehran.

This cross–sectional study was descriptive. This study conducted in 2017 among 382 elderly 65 years old in Tehran (the capital city of Iran) selected by multistage cluster sampling method. The data–gathering tool was a social isolation questionnaire. To assess the validity of the questionnaire, used two types of content validity and structure, and reliability evaluated by Cronbach's alpha test. The pre–test questionnaire completed after the elaboration of 30 elderly people in Tehran and defects resolved. Finally, a final questionnaire developed. Data analyzed by SPSS software version 25 using descriptive and analytical methods using t–test and ANOVA. The significant level considered for comparison of social isolation among different groups of elderly people (0.05%).

The average social isolation in the elderly was about 62%. Investigating the dimensions of social isolation of this vulnerable group showed that the two dimensions of associative links (81.8%) and instrumental social capital (78.2%) were the highest levels of isolation. On the other hand, the lowest level of isolation has been experienced in family relationships, and about 33% of the elderly have experienced social isolation in their family relationships. There was no significant difference between the mean of social isolation of men and women, and the elderly men and women had similar levels of social isolation (p=0.118). Social isolation of elderly people who lost their spouse (due to death and divorce) was more than spouses one (p=0.001). Also, the elderly living in the same neighborhood less than five years had more social isolation than the other elderly (p=0.001). With increasing age, we saw an increase in social isolation. Social isolation of the elderly people who were 80 years and bigger was more than other elderly people (p=0.001). With increasing education, social isolation decreased and high educated was lower than others were (p=0.033). There was no significant difference between the social isolation of elderly people of different ethnic groups in Tehran (p=0.092). Elderly people with a diverse economic and social base had the same level of social isolation, and there was little difference between them.

The social isolation rate of the elderly in Tehran was high, and there was a significant difference between social isolation in the elderly according to the variables of marital status, age, education, the residence time in a neighborhood. So that people aged 65 to 69, older people with higher education than those with a diploma, and respondents with a residence of less than five years in their current residence had less social isolation than other elderly people.

In bilingual people, lexical selection, in addition to contending the competition between semantically related lexical representations, competing for word selections also occur between languages, which makes word retrieval a bit difficult. There are two views to explain how bilingual speakers select the correct words for the presented image in the intended language. First one assumes that lexical access in the target language is achieved by an imbalance in the activation levels of the two lexicons, but second view assumes that selection of the target word in the intended language is achieved by means of a lexical selection mechanism sensitive only to the activation of the lexical items of the intended language. Cognate status can influence recalling and retrieval of words from bilingual is lexical system. Cognates are word pairs with similar form and the same meaning in two languages; in contrast, non–cognate words have a common meaning and a different form. The purpose of the present study was to investigate whether cognateness affects verbal recalling performance in balanced Kurdish–Persian bilinguals and ultimately to achieve a model or hypothesis that would explain the retrieval of vocabulary in bilingual individuals.

This study was a cross–sectional and comparative study. The population of this study was all Kurdish–Persian bilinguals in Kurdistan province. The participants completed the language experience and proficiency questionnaire. They were also administered the original version of the Persian verbs picture naming test by using DMDX software in two Kurdish and Persian languages, with a 7–day interval. Paired t–test, Pearson and spearman correlations and independent t–test were used to analyze the data.

In comparing the cognate verbs with non–cognate verbs, the speed and accuracy of recalling of cognate verbs was higher than non–cognate verbs in both language. Whereas corresponding comparison of cognate and non–cognate verbs of the first language with cognate and non–cognate verbs of the second language indicate that the second language (Persian language) words in both verb type (cognate and non–cognate) are retrieved more easily. There was a significant difference between the accuracy of recalling the cognate and non–cognate verbs of the first language (p˂0.001) and the accuracy of recalling non–cognate verbs between the first and second languages (p˂0.001). In addition, there was a significant relationship between the level of education and the accuracy of recalling of non–cognate verbs (p=0.002). Comparing the speed and accuracy between male and female groups showed a significant difference between the two groups in accuracy of recalling non–cognate verbs in first (p=0.003) and second languages (p˂0.001).

Based on the findings of this study, it can be concluded that the cognate status and phonological similarities can effect on word retrieval and picture naming abilities in bilingual individuals. Based on the results “Cascade Activation Model” can explain the word retrieval in bilinguals was well.

Attention–deficit hyperactivity disorder (ADHD) is a developing behavioral disorder. Usually, the child cannot focus and focus on one subject action, and the learning process is slow in him them, and the child these children haves unusual and very high physical activity. This disorder is associated with lack of attention, excessive activity, impulsive behavior, or a combination of these. A doctor should carefully monitor any child with ADHD suspicion. Many of these children also have one or more behavioral disorders. They may also have a psychiatric problem, such as depression or bipolar disorder. ADHD is the most common behavioral disorder in childhood and puberty, and it affects about 3% to 5% of children before the age of seven. This complication occurs more early in primary school era for children and at puberty, and as many patients become older as age grows. The cause of most people with hyperactivity disorder is still unclear, but it is thought to be a multifactorial disease with genetic origins and the environment. There is a definite cause for trauma and brain infections. The genetic factor of this disorder is greater in the fathers of children with hyperactivity, but environmental factors are also very effective in increasing the severity of this disorder. This disorder is more common two to four times in boys than girls are by two to four times. If the child has a mental or psychological problem during the first infancy (the first four weeks of birth), or if the mothers cigarettes or alcohol consumes cigarettes or alcohol during pregnancy. These children are more at increased risk of the disorder hyperactivity. Family therapy is a general term for several treatment approaches that, instead of separating individuals for individual treatment, participants in the treatment of this whole family as a whole. This term is neutral from the point of view. Therapeutic family it can be used in many different frameworks. Function ofal family therapy (Alexandr oupersonson Personson, 1982; Barton & and Alexander, 1981) is designed to make cognitive and behavioral changes in their family members. This approach is based on a clear set of principles and is strongly supported by research findings. The Functional functional family practice of Alexandro person (1982), attempts to create a non–rebellious communicative view and provide explanations for the behavior of all members in which the motivation of the members is not questioned. For functional family therapists, all behaviors are adaptive. Instead of behaving a person as "good" or "bad," they assume that the behavior always has one function. Because it is an attempt to create a particular result in interpersonal relationships. While privileges or interpersonal functions for family members can have different forms, they are ultimately trying to achieve one of the three following interpersonal situations: call/proximity (integration or unification), independence (Detachment detachment), or a mixture of both (immobilized). The purpose of this study was to investigate the effectiveness of functional family therapy on impulsive behavior and social skills on children with attention–deficit/ hyperactivity disorder.

The method of this study was a quasi–experimental type with pre–test and post–test. A total of 30 families with ADHD children with ADHD are were selected randomly and are considered randomly and evenly in experimental and control groups. The experimental group received family therapy in 5 sessions, the questionnaires that used, are were SNAP (1980) and social skills questionnaire Matson. A grading scale for the diagnosis of attention–deficit / hyperactivity disorder ADHD, first developed in 1980 by Swanson, Nolan, and Pellham, et al., based on the behavioral descriptions of attention deficit disorder in the third edition of the diagnostic and statistical manual of mental disorders. The questionnaire has a scale of 18 questions that parents or teachers have can respond to it. Neither the first question of behavioral symptoms are often neglected, nor the second question of behavioral symptoms are often measured by exaggeration/impulsivity, and ultimately all 18 items are designed to identify the hybridization. The cutoff point in the whole scale and each of the inferior subscales of attention and excitement has been reported at 2.08, 2.10, and 2.37, respectively. Matson et al developed the social skills measurement scale in 1983 to measure the social skills of people aged 4 to 18 years. The primary form of this scale was 62, which was reduced by Yousefi and Noor (2002), a factor analysis of 56 phrases that describe the social skills of individuals. To answer that, the subject must read each statement and then specify his answer based on a 5–point Likert type index with a range from 1 (never/never) to 5 (always). The main objective of the Matsun Matson social skills questionnaire is to measure social skills from different dimensions (appropriate social skills, non–social behaviors, aggression and impulsive behaviors, supremacy, high self–confidence, relationship with peers). The data was analyzed by spss21. 

Functional family therapy could reduce impulsive behavior and increase social skills in children with ADHD (p<0.001).

Use of functional family therapy recommended to professionals in treatment of children with ADHD.

Masturbation is a method of satisfying sexual desire this act by motivating and stimulating a person's sexual limb by him/herself or by machine tools that make the same situation of sexual intercourse. In addition to sexual pleasure, masturbation is performed to escape sexual tensions, especially when a sex partner is unavailable. It usually continues until the orgasm. In teenagers, sometimes it is done with the curiosity of the genitalia. It is sometimes used to prevent transmissible sexual diseases (STDs) or pregnancies. A doctor in some of the sexual dysfunctions sometimes prescribes masturbation. Obsessive masturbation is a type of abnormality associated in which a person becomes socially or professionally problem due to masturbation. The psychological complications related to this may include disorders like anxiety, rush or drug abuse. Obligate masturbation (addiction to masturbation) can be a secret subject for a person and can cause isolation from society. For man or woman, the behaviors associated with compulsory masturbation can be different from another with or without the use of exciting sexual or pornographic content. In this case, masturbation may be accompanied by spent hours to watch pornographic content or fantasy. In compulsory masturbation, usually, there are not any intimate relationships with others; therefore, it can lead to much embarrassment. Like other compulsive behaviors, compulsive masturbation is also an indication of an emotional problem and mental health professionals may need to be treated it. Similar to other neurological habits, it is important to consider the cause of this compulsive behavior instead of suppressing activity. In recent decades, researchers have believed the structure of their compassion as an adaptive form of interpersonal communication. Self–compassion consists of the importance and compassion toward self–perceived hardship or inefficiencies. Naim et al. have defined his compassion as a structure composed of three main elements: self–esteem against self–judgment, the commonality of human beings against isolation and self–reliance against extreme identification. When one has compassion, he confronts himself with warmth and unconscious understanding when faced with pain, inefficiency or failure instead of hurting his suffering and blaming himself. This process also involves understanding that incompleteness, confusion, and dealing with life problems are part of a shared human experience, something that happens to every human being, not just something that happened. Self–compassion also requires a balanced distance from negative experiences. In this case, negative emotions are neither suppressed nor magnified. A person who cannot relate to his feelings is sympathetic; his feelings are suppressed and ignored. In contrast, compassion involves maintaining a proper distance with emotions, as it is fully experienced. This study aimed to investigate the effectiveness of psychotherapy based on the component of self–compassion on the subscale of self–esteem of a teenager with obsessive masturbation behavior.

The present study was a quasi–experimental design with the experimental group without a control group. The pre–test, intervention and post–test evaluated. The research population consists of adolescents in Kashan city (Isfahan province, the centre of Iran), among ten adolescents who had obsessive masturbation. For assessment of self–esteem, Cooper Smit questionnaire was used. Data were analyzed using SPSS–22 software, and descriptive statistics, including frequency, mean and standard deviation and inferential statistics, including paired t–test or dependent t–test, were used to examine the difference between pre–test and post–test mean.

Results of t–test showed the mean of self–esteem after treatment was significantly increased (p<0.01). Among the components of self–esteem, the mean of family self–esteem did not change, and the mean of total self–esteem and the mean elements of self–esteem, social and occupational–education in posttest significantly increased (p<0.001).

Self–compassion–based intervention could increase self–esteem of adolescent with obsessive masturbation behavior.

Having a different physical and emotional experience, including stressors in human life, could affect individual identities, psychosocial dimensions, emotional balance, self–satisfaction, sense of competence and achievement, social interactions, interpersonal relationships and individual needs adaptability. Blindness is a different experience. Blind people usually have difficulties in adaptation with their environment because they lose their basic sense of mobility and navigation skills. However, it is said that a person with a behavioral pattern can achieve success when a person can navigate his work and his personal life. Identifying behavioral patterns of individuals can lead to the correct design of the movement for successful relationships and constructive interaction with others to obtain the desired outcomes from work negotiations, family relationships and friendly communication. Therefore, the present study was conducted to examine the life experience of blind people to recognize their driving patterns.

This research was a qualitative study and phenomenological research. The sample and statistical population of the study were blind subjects with 22 years and older in Tehran. The people were selected using targeted sampling method, and the data–gathering tool was semi–structured interviews. In analyzing the data obtained from the interview, two methods of descriptive phenomenological analysis (Clayzee method) and the coding method used simultaneously. Interview data at the same time and after completing interviews and recording the main points during the session, the participants 'statements repeatedly listened to the recorded notes, and their statements word–of–word wrote on paper and several times studied to understand participants' feelings and experiences.

Analysis of interviews data about the living experience of blind people to determine the characteristics of their driving patterns had 21 major categories. They include: normalization in the course of time, the color of divinity, the relationship with God and Holliman’s, the blessings of God, strong self–concept and self–reliance, self–belief, strong will, sense of usefulness, positive effects, emphasis on self–help, help–seeking and consulting with others, communication with others, communication with the blind, community support, family support, friendship support, welcoming culture, hindering others, negative impacts, education, financial dependence, outcomes and livelihood status obtained. Ultimately identified five core categories :as char:acteristics of the driving patterns of blind people, including overtime adaptation, association with God, social skills, individual support factors and social support.

Characteristics of the driving patterns of blind people were a set of interpersonal and interpersonal features and factors such as environmental factors and, most important, communication with the creator of being. Therefore, it seems that neglecting or ignoring any of these factors and features can deprive an individual of having driving patterns.

Sexual instinct is a deep blend of psychological needs; this is why the ability has an irrefutable effect on marital life and its cohesion and sustainability. Sex anxiety refers to the fear of discussing sex with another person, which can affect sexual satisfaction. It also has an undeniable influence on marital life and its cohesion and sustainability. A high level of sexual satisfaction leads to an increase in the quality of life of marital life, resulting in increased marital stability throughout life. Sexual satisfaction and passion for life are two of the factors that can predict the quality of life and the interpersonal relationships of couples. Sexual problems and, consequently, marital conflicts can have devastating effects on couples' lives. These problems can, in addition to reducing the quality of life and mental health, will be effective in the future of common life and sometimes even divorce and separation of couples. Therefore, it is necessary and inevitable to intervene and improve this situation in couples. Cognitive-behavioural therapy is one of the treatments currently used in a wide range of psychiatric disorders and research support. In this way, people are taught how to substitute positive and healthy emotions for malicious and annoying emotions. Also, the use of bupropion anxiety medication can be useful in reducing these feelings by affecting both epinephrine and dopamine. The purpose of this study was to compare the effectiveness of cognitive-behavioural therapy and medication therapy using bupropion on sexual satisfaction and marital disturbance in women with sex-related anxiety.

The present study was a semi-experimental design with a pretest-posttest design with three groups. The statistical population of the study included people who referred to the midwifery and psychiatric clinics of Neyshabour in the spring of 2017 with anxiety complaints. Of these, 39 were selected by convenience sampling, taking into account the criteria for entering and leaving the research in a randomized manner. Three groups (cognitive-behavioural therapy, drug therapy and control group) placed. The first group received eight sessions of cognitive-behavioural therapy, and the second group received the drug, the control group did not receive any psychological or medication intervention — all three groups evaluated by questionnaires including sexual satisfaction scale and marital distress at the beginning and end of the study. The results analyzed by multivariate variance (covariance) and Bonferroni post hoc test using SPSS software.

Cognitive-behavioural therapy and medication therapy were effective in improving sexual satisfaction and marital disturbance. There was no significant difference between the two treatments.

It suggests that cognitive-behavioural therapy be used as a research-based therapeutic approach to improving sexual satisfaction and marital disturbance of people with marital anxiety.

Inhibition refers to the ability to actively suppress, interrupt or delay an action. Several authors have shown a possible role for self–regulatory processes, attentional control processes, and more specifically inhibitory control in the development of stuttering. Inhibition control (IC) is essential for doing daily tasks and implicate in cognitive development, executive functioning and the conscious use of attention or attentional control. Inhibition control relates to the coordination and integration of mental processes in successful task doing and plays an important role in the self–regulation of emotional states. Children who stutter (CWS) have low adaptability, lower in biological rhythmicity and less efficient in emotional regulation. Based on role of IC in speech motor planning and production, study in this field is important. The aim of this study was to investigate differences in inhibitory control performance between CWS and children who not stutter (CWNS).

This cross sectional study investigated inhibitory control ability of 30 children diagnosed with developmental stuttering and 30 typically developing nonstuttering children aged 7–13 in Tehran (capital city of Iran), matched by age and gender to the children who stutter. All children were monolingual speaking (Persian). All participants had normal or corrected to normal vision and normal speech and language development (except for stuttering in the experimental group), based on the criteria described below. Participants had no known or reported neurological, psychological, developmental or hearing problems. Auditory Go/No Go task was used that assess to inhibitory control in CWS and CWNS. One of two easily discriminated auditory stimuli –the low frequency tone (1000 Hz) and high frequency tone (1300 Hz) – is randomly presented for 100 milliseconds. Pairs corresponding to trials present stimuli. Inter–stimulus interval in a pair was equal to 1000 millisecond. Two different pairs of stimuli are presented only: Low–Low pair (“Go” trial) and Low–High pair (“Nogo” trial). Trials presented at random order with 50% probability. Subject has to press a button (right arrow key) as soon as possible in case of presentation of Low–Low pair and ignore Low–High pairs of stimuli. The total number of trials was equal to 480. The parameters of performance were calculated for Go and No Go condition. Data analysis in this cross sectional study was done using descriptive–analysis statistics such as independent sample T–test, Mann–Whitney test and Pearson correlation coefficient test using SPSS program 24 series.

Mean percentages of Commission errors and Omission errors were higher in the stuttering group (M=10.47, SD=13.09), (M=30.21, SD=15.11) than in the nonstuttering group (M=8.02, SD=6.17), (M=24.66, SD=13.73). Nevertheless, there was not any significant differences in Commission errors and Omission errors statically. The mean reaction time was higher in the stuttering group than in the nonstuttering group (M=627.06, SD=73.9) (M=615.4, SD=53.37). However, the mean reaction time for CWS and CWNS was not significantly different. 

According to results obtained in this study, based on auditory Go/No Go task, showed that CWS and CWNS not differ in inhibitory control. CWS had lower mean in inhibitory control, which suggests a lowered ability to inhibit prepotent response tendencies. The findings were showed that inhibitory control ability had important role in persistent developmental stuttering. CWS, who exhibit a lowered IC, would most likely exhibit difficulties in suppressing prepotent responses across a variety of settings (school setting, playing with a friend). Therefore it might be important to council parents that these children may have more difficulties dealing with everyday situations requiring response inhibition (following instructions, waiting for something, ending an activity), resulting in increased emotional arousal.

In mental health research, mindfulness is considered as a self-awareness that promote self-esteem. Social anxiety disorder is the most common type of anxiety disorder that affects the person's social performance. One of the most common causes of childhood disability is learning disabilities. These children are typically faced with problems such as academic, cognitive and emotional backgrounds. In addition, social anxiety disorder is a common disorder and causes to the isolation of the patient and loss of its efficacy. In the formation of social anxiety disorder, various factors are involved. Identification of these factors can contribute to effective treatment and coping with this disorder. Social anxiety is a chronic disorder that is known as an overlooked disorder, which is a major disorder in work and social domains and is a risk factor for the development of depression. The failure of students to do their tasks is a major issue that influence from school and the family. These discomforts about the failure of learning and its topics are one of the most common learning problems. Cognitive therapy based on mindfulness is a new approach in explaining the cognitive-behavioral therapy approach. Mindfulness means that a person focuses his consciousness from past and future to present. Mentally education requires metacognitive learning and new behavioral strategies to focus on attention, prevent rumors of thought and tend to be disturbing responses, and develop new thoughts and reduce unpleasant excitement. The purpose of this study was to determine the effectiveness of mindfulness therapy on the level of social anxiety and self-esteem of elementary students (from 4th to 6th grade) with learning disorder.

This study was a semi-experimental design with pre-test and post-test design with control group. The statistical population of this study included all students with learning disabilities, in the elementary school of the fourth to sixth grade of Shadegan city (Khuzestan province Southwest of Iran) in 2018-2019. In this study, among the educational districts, two boys' elementary schools of district 1 were randomly selected. Sampling method was multi-stage cluster. First step was selection of a region (region 1) from Shadegan's education areas, after that selection of two elementary schools from primary schools in district 1. The third step was to select 30 of 90 elementary students who performed social anxiety and self-esteem tests on them and their social anxiety score was higher than the third quartile (above 50) in this test. At the same time students had to learning disorders based on clinical interview and physical problems. A total of 90 students with learning disabilities filled out questionnaires and then 30 people with the highest score were entered randomly to two groups of experiment (mindfulness intervention program) and control. The experimental group received a program of mindfulness intervention in 8 sessions of 90 minutes, but control group was without intervention. After the intervention period, a post-test was conducted for both groups. Data were collected from two questionnaires of the social anxiety scale (LSAS) (1987) and Cooper-Smith's self-esteem questionnaire (1996). Data were analyzed by multivariate analysis of covariance and SPSS 18 software at a significant level of =α0.05.

According to the scores of all variables, the mean standard deviation (SD) of total social anxiety score in pre and post-test in the experimental group was 54.46±12.07, 42.6±7.54, respectively. Mean SD the pre and posttest scores of total social anxiety in the control group was 50±8.39, 52.46±7.99, respectively. The mean SD of total self-esteem score in pre and post-test in the experimental group was 22.2±5.35, 36.47±4.59, respectively. Also, the mean (pre-test) pre- and post-test score of total self-esteem in the control group, it was 21.8±3.43, 23.33±3.85, respectively. Multivariate covariance analysis indicated that the intervention program of mindfulness education was effective in reducing social anxiety and increasing self-esteem of students with learning disabilities (p<0.001).

Based on the findings of this study, it could be concluded that the education of mindfulness improved students with social anxiety learning disorder and their self-esteem. Therefore, it provides the groundwork for using this method in a psychological center for students with social anxiety.

Academic exhaustion refers to fatigue due to school duties, pessimistic attitudes towards school, and ineffective belief in achieving school goals. Based on the importance of student's educational life, experimental interventions need to reduce the academic exhaustion is necessary. Appropriate experimental interventions is the teaching of psychological capital and self-identification. Psychological capital can be considered as an important personal source, according to the theory of conservation of resources. On the other hand, self-determination, introduced by Decis and Ryan in 1985 and 2002, is one of the motivational approaches that have considered more attention to it recent years. Since psychological capital and self-determination are both effective in promoting academic achievement by providing motivation, it seems that the teaching of psychological capital and self-determination can affect students' academic exhaustion and reduce it. Therefore, the purpose of this study was to determine the effectiveness of the combination of self-determination education and psychological capital on reducing the academic burnout of female students.

 The study was a semi-experimental and pretest-posttest design with a control and follow up group. The statistical population consisted of the 7th, 8th and 9th grade students of a school in Tehran (capital city of Iran) in 2016 (n=118). The study tool was a questionnaire for a burnout study of Shaoufli (2002). In order to select samples, Maslach educational burnout questionnaire was first performed on the entire population. Students with high and moderate academic burnout scores of over 37 were identified as students with academic burnout (89 people in the study). To select the sample size, using Cohen table, the effect of 0.5, test power of 94 and significance level of 0.05, the volume of each group was 15, and the total sample size was estimated to be 30. Then, 30 students were selected randomly among students with high and moderate academic burnout. They were randomly assigned into two experimental and control groups. To analyze the data, multivariate analysis of covariance was used. The time variable was considered as a factor with three levels of pre-test, post-test and follow-up, and the variable of compilation of psychological capital and self-determination were studied as the second factor.

In this study, 30 participants participated in two experimental and control groups (n in each group was 15), the mean and standard deviation of the experimental group were 14.53 ± 0.58 and 14.38 ± 0.414, respectively. The two groups did not differ significantly in terms of mean age (p=0.816). This suggests that two groups were homogeneous in terms of age. The mean and standard deviation of the experimental group were 19.58 ± 0.15 and 19.35 ± 0.33, respectively. Two groups did not have a significant difference in terms of grade gained (P=0.331). The combination of teaching psychological capital and self-determination led to a significant reduction in the levels of anxiousness (p<0.001) at 0.01 and educational inefficiency (P=0.047) at the level of 0.05. According to the results of the follow-up test, these effects it was lasting over time. However, compilation training did not reduce the emotional exhaustion component.

 It could be concluded that training of psychological capital and self-determination by improving the level of self-efficacy, resilience, hope and optimism, as well as increasing the perception of competence, autonomy and communication, have reduced the academic exhaustion of the students of the school.

Developmental coordination disorder (DCD) affects 5–6% of school-aged children. The impacts of DCD are also not just confined to daily activities and educational function, but are associatedwithpoor physicalhealth,fitness, psychologicalandsocialoutcomes.The aim of this study was to compare effectiveness of different type of selected training programs (physical, mental and compound)to investigate the best intervention method in order to improve motor skills performance of children with developmental coordination disorder.

This empirical study, pre and post-test with control group design consisted of 55 school age (9-10 year old) boys diagnosed to have developmental coordination disorder according to developmental coordination disorderquestionnaire)DCDQ-07) and movement assessment battery for children second edition (MABC-2). The subjects were selected based on a degree of homogeneity of their answers to visual vividness questionnaire and accidentally divided to 4 groups, 3 training groups (physical, mental and compound) each group (n=14) and the control group (n=13). The programs include selected physical training in group, individual mental training conducting PETTLEP (physical, environment, task, timing, learning, emotion, perspective) method and a compound training, the one gives a training order in different turns (physical+ mental and vice versa). No intervention was assigned to control group. To modify cognitive and arousal effects induced by training order, counterbalance method was recruited. All measures were administered pre and post an 8-week 3 times a week training program involved 24 sessions of 45 min each.To identify the changes in motor skills performance associated with trainings Ancova and paired sample T-Test were conducted to detectdifferences between the pre-and post-test, after making sure of normal distribution of data utilizing Shapiro-Wilks normality test, Levene’s test was used for testing equality of variances and Post-Hoc comparisons were carried out with Bonfrroni test (set at 0.05). All data were analyzed using SPSS19 for windows.

Mean±SD score on all3training groups (mental, physical and compound) respectively indicates significant improvement (p<0.001) in motor skills performance from pre-test (58.851±4.102, 57.503±6.823, 57.793±4.357) to post-test (62.231±3.671, 63.502±4.235, 65.794±2.773). Within group comparisons implies that compound training significantly (p<0.05) caused more effect than the others.

This study set out with the aim of comparisoneffectiveness of different type of selected training programs (physical, mental and compound) to investigate the best intervention method in order to improve the motor skill performance of children with developmental coordination disorder. The result determined significant improvement in motor skill performance that could be reached by using physical and mental trainings for 9-10 year old boys who had developmental coordination disorder, and compound training might be the best way to facilitate motor development in DCD children. Literature focuses on measurement of impairment and description of intervention approaches for individual children. Nevertheless, some studies are known about the principles that should guide best practice and service delivery for children with DCD as a population though. This study might help to develop training protocol for DCD children based on more document, which improves our knowledge of both physical and mental trainings functions that would be beneficial for DCD children and therapists.

Increasing in use of drug (drug addiction and drug abuse) has become a concern of all communities as a health and social problem. Therefore, the purpose of this study was to investigate the effectiveness of cognitive-behavioral training on people happiness increase dependent on stimulant drugs. 

The research was quasi-experimental study with random assignment of subjects to experimental and control groups, with pre-posttest and follow-up. The statistical population of the present study was to identify the drug addicts who were referred to the welfare organization of Tehran (capital city of Iran) to reduce the dependence on addiction treatment centers. Samples in this study be included 30 patients’ dependent on stimulants for available sampling formed in the respective centers. The criteria for entry into the study included the use of stimulants, the length of drug addiction for more than one year, male subjects and lack of physical and mental illness. The subjects were randomly divided in two experimental (n=15) and control (n=15) groups. The ethical considerations of this study included obtaining written consent from subjects, confidentiality of the information of all subjects, not using the names and information of subjects in the process of data analysis, and group analysis of scores. Instruments used in this study were the Oxford happiness questionnaire. Cognitive-behavioral group therapy sessions a week for 10 sessions over 3 months for 1 session and every 90 minutes using cognitive-behavioral pattern derived from relevant research records prepared and held for trial. Data were analyzed using SPSS software using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis and repeated measures variance analysis).

Descriptive findings showed that the average pretest experimental and control groups was not different, while the posttest differences between the experimental group (25.78) and control (18.33) has been observed. Covariance analysis was used to investigate the difference between groups in the posttest area or to remove the pretest effect. The results showed that there was a significant difference between the mean posttest scores of the experimental group and the control group after limitation of initial differences in the pretest was significance in happiness (p<0.001, F=12.84). In other words, cognitive-behavioral education had effective impact on increasing the happiness of addicted people to stimulants. The difference between the mean scores of the pre-test and the post-test of the test group, after limitation of initial differences in the pretest, was significant in the happiness score (p<0.001), while there was not a significant difference between the scores before test and posttest control group in happiness score (p=0.521). Therefore, cognitive-behavioral education had influential effects on people with substance dependence on their happiness in the experimental group. In addition, the effects of this training were stable after 1 month, and there was no significant difference between the mean posttest scores and the follow-up of the experimental group (p=0.730). Other findings of this study also showed that there was no significant difference between the mean posttest scores and the follow-up of the control group in the happiness score (p=0.460).

According to the results, it seems that cognitive-behavioral training could enhance happiness. Therefore, cognitive-behavioral training, by psychologists and psychotherapists, in substance as a preventive intervention is recommended.

One of the major disabilities in marital affairs is related to inability to cause mental and emotional problems (emotional divorce), marital disturbance and couples' divorce. Statistics show an increase in divorce, conflict, and marital disagreement, with about 55 percent of the first marriages in the United States, 40 to 45 percent in Australia, England, Germany and Switzerland, resulting in divorce. In East Asian countries such as Japan, South Korea and Hong Kong, divorce has grown steadily, as these countries are on the same path as the West has gone. Statistics in Iran also clearly indicate an increase in the proportion of marriage to divorce. As the marriage, divorce in the whole country in 2011–2014 was 6.1, 5.5, 4.4, 4.3, and this trend has increased in 2016 and 2017, respectively. Since psychological interventions are needed to stabilize marriage and prevent marital disturbance, it is necessary to conduct a trial to treat marital distress in a manner consistent with integrated communication skills. In addition, lack of research on sincere communication skills and integrated approach, led the researcher to compare the effectiveness of Feldman's multidimensional family therapy education and intimate communication skills of couples on marital quality of life among women.

The present study, based on the type of data collection, was a semi–experimental method with a pretest–posttest design with two experimental groups and one control group. The statistical population of this study was all women with marital distress in Tehran (capital city of Iran). The community called in a public call (recalled in virtual networks, family court and clinics in Tehran) who were eligible for the study; individuals willing to participate in the research were randomly selected and assigned to three groups: two experimental groups, and control (12 women in each group).  In the substitution of individuals for both groups (experimental 1 and 2, and controls), they matched in age and education levels. First, for each of three groups a pretest of marital quality of life questionnaire was implemented, then the Feldman multidimensional intervention plan for the experimental group 1 and the intervention with the sentimental training approach for the experimental group 2 but for the control group, no intervention was applied. Immediately after the intervention for the experimental groups, a posttest was performed for all three groups and the required data were collected. Finally, the analysis of the findings was done using SPSS version 23 and covariance analysis and analysis of variance.

In this study, 36 women with marital disturbance were present. The mean age of the control group was 74.88 (SD=5.76), the mean age of the experimental group 1 was 39.05 (SD=6.85) and mean age of the experimental group 2 was 38.56 with a standard deviation of 5.25. In addition, the mean depression in the control group was 6.72 (SD 2.98), the mean of the experimental group 1 was 5.96 (SD=2.12) and mean of the experimental group 2 was 6.42 (with a standard deviation of 2.25). The results of covariance showed that Feldman's multidimensional method and sincere pairs skills have a significant effect on marital quality and its components in married women (p<0.001). In addition, the results of analysis of variance showed that there was no significant difference between the effectiveness of the two approaches.

Feldman multilevel method and sincere pairs skills affect the increase of marital quality of life and its components in women with marital disturbance and there was no significant difference between the effectiveness of these two approaches. Therefore, Feldman's multilevel approaches and sincere pairs skills could be used to enhance marital quality of life.

Awareness of the extremities and its movable range, side supremacy and correct orientation is necessary skill to maintain the body alignment. In blind people, obtaining these skills is slow due to lack of vision. Therefore, they are susceptible to a variety of functional disorders of the muscles if not exist compensatory training. These disorders cause muscle imbalance on both sides of the body and predispose a person to musculoskeletal abnormalities. One of the most common defective cervical spine postures in blind subjects is forward head with a prevalence of 66%. Sports exercises like those that Trabant is widely used among different people to maintain health and well–being with the goal of increasing strength, rehab and preventing injuries. Therabands with its elastic resistance have several advantages over other free weights. Therefore, the purpose of this study was to investigate effect of Theraband's exercises on the forward head, power and range of motion in blinds and low visibility boys who suffering forward head.

The present study was semi–experimental and pre–posttest with control group. Out of 90 male students, 12–16 years old, blind and low vision students who studying at Shourideh Shirazi University (Fars province, south of Iran), with a forward head abnormality (angle>27 degrees), 30 were targeted intentionally and based on the criteria for entering the study. They were selected in an accessible and purposeful way and randomly divided into two groups of experimental (Trabant training, n=15) and control (n=15). The experimental group performed resistance training for 8 weeks, 3 sessions per week, and 60 minutes, with Theraband latex. These exercises are used to strengthen the muscles of scapula, parallelogram, upper and middle trapezius, muscles of the back, as well as the stretching muscles of the chest. The normal direction of the body should be maintained in all exercises. The control group did not have any sports activities during this period. The instrument used in this study was a chessboard (for the primary screening of subjects), a goniometer to determine the exact angle of the head and neck and the range of joints, dynamometer to measure the strength of the extensors and muscles of the subjects. Power, head angle and motor range of subjects were measured before and after eight weeks in both groups. The Kolmogorov–Smirnov test was used to determine the natural distribution of data. Levin test was used to determine the consistency of variances. T–test was used for comparing the intra–group data and the mean of independent t–test was used in SPSS version 21. The significance level concidered less than 0.05.

Eight weeks of training with Theraband improved forward head angles with mean difference and p value of (2.53±0.17, p=0.007), hand power (-0.93±-0.56, p=0.004), abduction (-15.67±0.63, p=0.044), the strength of back extensors (19.33±1.66, p=0.012), outer joint rotation (3.23±0.51, p=0.037(, extension of head and neck (-2.07±1.51, p=0.001). However, no changes were seen in the internal displacement of the shoulder joint (-0.74±0.037, p=0.584), flexure (-11.87±1.16, p=0.072), left flexure (p=0.441, 0.074±0.01) and right flexure (-0.46±1.2, p=0.573).

Theraband exercises could improve the forward angle, range of motion and muscle strength in people with low vision and blinds withmovement forward head. Therefore, considering the effectiveness of these exercises, it could be used as an effective way to treat this condition. Considering the limitations of the present research and lack of cooperation of the subjects, it is suggested that in future research, the performance of deep receptors, quality of life, life expectancy and functional factors such as static and dynamic equilibrium was surveyed.

Sports activities have obvious benefits, including physical, psychological and social for all members of the community, including healthy people and especially for the physically disabled. Athletic identity can lead to motivation and continuous participation in sports activities as well as success at high levels. Thus, the purpose of this study was to examine the relationship between athletic identity and participation in sports activities among physically disabled persons.

This research was a survey, and a questionnaire used for data collection. The statistical population of this study was physically disabled people in Shahrekord (Chaharmahal and Bakhtiari province, Southwest of Iran) in 2016. In this study, using the Cochran formula at the 5% error level, 320 people (186 males and 134 females) with an average age of 28.65 ± 9.71 were selected from 2139 physically disabled people, in a simple random sampling method. Athletic Identity was measured by using Cieslak’s athletic identity scale, which was a 22–item self–report questionnaire with five dimensions, including self–identity, social Identity, exclusivity, positive and negative affectivity. All five dimensions were answered on a 10–point scale from 1 (strongly disagree) to 10 (strongly agree) – also, a researcher–made questionnaire used for participation in sports activities. The questionnaire had four items that measured the rate of participation in sports activities according to minutes per week. Pearson correlation coefficient used to analyze data. All statistical analyses were conducted using SPSS (Version 24) with the error level less than 0.05.

A total of 58.1% of respondents were men, and 41.9% were women. The mean age of the women was 65.9±53.55 years old, and the mean age of the men was 20.9±19.26 years. In terms of involving in sport, 86% of men and 48% of women involved in sports activities, while 14% of men and 52% of women did not include in any sports activities. In total, 56% of men and women participated in sports activities, and 44% did not participate in any sports activities. The average participation in sports activities was 52.20±32.22 min/week. The mean of athletic identity was 126.94±14.32, which was higher than average. Results of Pearson's correlation coefficient showed that there was a significant positive relationship between self–identity and participation in sports activities (r=0.34, p<0.001). There was a significant positive relationship between social identity and participation in sports activities (r=0.30, p<0.001). There was a significant positive relationship between exclusivity and participation in sports activities (r=0.40, p<0.001). There was a significant negative correlation between negative affectivity and participation in sports activities (r=-0.16, p<0.001). There was a significant positive relationship between positive affectivity and participation in sports activities (r=0.31, p<0.001). Finally, there was a significant positive relationship between sport identity and participation in sports activities (r=0.30, p<0.001).

Athletic identity could be a facilitator for participation in sports activities for physically disabled persons and their commitment to the continuous involvement in sports activities that can lead to their physical and mental health. Athletic identity by increasing the participation of physically disabled people in sports activities can reinforce the feeling of strength and self–esteem in physically disabled athletes, reduce the negative affectivity of others, and lead to reinforcing of social identity and eventually develops the capability of physically disabled persons.

Autism disorders have severe effects on family including mental integrity and quality of life. Therefore, the present study aimed at the effectiveness of logo–therapy on sense of coherence and quality of life of autistic student mothers.

The present study was a pre–test and post–test design with a control group. The statistical society was mothers of 12–14 year–old children with autism, the center of autism in the Baharestan city at the last three months of 2019. A sample of 30 mothers was selected through convenience sampling and randomly assigned to two groups (experimental and control). To collect data, the Antonovski psychological integrity scale (1993) and world health quality scale (2002) were used. The subjects in the experimental group were treated in 8 sessions of psychotherapy and the control group received no treatment. For data analysis, SPSS software version 22 and after confirmation of the assumption of homogeneity of covariance matrix and homogeneity of variance of dependent variables among the groups as covariance analysis assay, multivariate and one–variable covariance analysis was used and the level of significance was considered as 0.01.

The results showed that there was a significant difference between the two groups of experimental and control in mental integrity and quality of life. The results showed that the mean and standard deviation of life quality of the experimental group before and after the intervention were 27.45±6.54, 29.97±6.43, respectively; psychological coherence before and after the intervention was 48.76±5.23 52.89±5.57. In addition, the effect size of the quality of life score was 0.421 (p<0.001) and mental integrity was 0.378 (p<0.001). Therefore, the results showed that psychological education and psychological well–being and quality of life of mothers of autistic students increased.

Semanticism is a method by which members, with the aim of discovering themselves, seek a self–discovered journey to become capable of being true to themselves, to develop their own visions of themselves, of the world around them, and to clarify what is relevant to the present and future life. As a result, the tendency towards meaning and the meaning of pain and unforeseen catastrophic incidents improves the mental integrity and quality of life of autistic children mothers in these severe conditions. Therefore, the use of this method in other mothers with autism child is recommended.

There is a little study on the validity and reliability of motor tests in children with intellectual disabilities. Deficit in motor performance is common in children with intellectual disabilities (ID). It is important to use standardized test for evaluating the clinical and research based performance assessment in children. The purpose of this study was to examine the reliability and concurrent validity of age band 2 of the movement assessment battery for children–second edition (MABC–2) in intellectual disability children.

The present study was descriptive and correlational. A total of 124 children whit intellectual disability (58 girls and 66 boys) 7–10 years old were selected as sample. The criteria for entering the study were aged between 7 to 10; having an IQ score between 50 to 70 that were available in their medical records at the school: without serious emotional and behavioral disorders and lack of any participation in physical and therapeutic programs. For minimizing data impairment children with autism spectrum, cerebral palsy, blindness and deafness, neurological disorders such as stroke, muscular dystrophy and epilepsy were excluded from the study. For measuring concurrent validity of MABC–2 test we used from BOT–2 test. In accordance with the instruction manual, the examiner, before testing each assignment, gave the opportunity to become familiar with the way the task that was performed, this opportunity varied for different assignments. Scoring was done according to the manual. To obtain rating of intellectual disability (IQ score), students dossier were used. To evaluate concurrent validity, 55 children in two consecutive days, evaluated with two tests. In addition, for reliability we used internal consistency with Cranach's alpha. Data were analyzed using SPSS software version 19 and significance level was 0.05.

The Cronbach's alpha value was 0.89, indicating a high correlation. In addition, the lowest and highest correlation between each item with total score was related to the task of throwing beanbag with 0.38 and one–board balance with 0.79. Spearman correlation coefficient showed the positive and significant correlation between manual dexterity component of the MABC–2 test with two composite areas of fine manual control (r=0.58, p=0.001) and manual coordination (r=0.41, p=0.002) of BOT–2 test. Also positive and significant correlation between manual dexterity component of the MABC–2 test with four subscales of fine motor precision (r=0.58, p=0.000), fine motor integration (r=0.55, p=0.001), manual dexterity (r=0.42, p=0.000) and upper–limb coordination (r=0.41, p=0.002) of BOT–2 test. However, there was no correlation between the aiming and catching component of the MABC–2 test with four composite areas of fine manual control (r=0.21, p=0.441), manual coordination (r=0.198, p=0.148), body coordination (r=0.198, p=0.148), strength and agility (r=0.126, p=0.359) of BOT–2 test. There was significant correlation between balance component of the MABC–2 test and running speed and agility (r=0.30, p=0.024) and balance (r=0.29, p=0.027) of BOT–2 test but no significant correlation between balance component of the MABC–2 test and bilateral coordination (r=0.03, p=0.984) and strength (r=0.024, p=0.863).

The MABC–2 test had a good validity and reliability for intellectual disability children, but some of its items need to be adjusted for these children. The high correlation between fine motor skills in two tests states that two MABC–2 and BOT–2 tests measuring better from fine motor skills compare to gross and balance motor skills in children 7 to 10 years old with intellectual disability.

Reading disorder is most common learning disability and allocated most of special education services and specialized intervention programs to it. Dyslexia represents one of the most common problems affecting children and adults; the prevalence of dyslexia in the United States is estimated to be 5 to 17% of school–age children. Dyslexia is believed to be caused by both genetic and environmental factors. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of memory tests, spelling, vision and reading skills. Dyslexia can result in low self–esteem, stress, behavioral problems, and underachievement. However, with the right support, children and adults with dyslexia can reach their potential to improve. Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for reasoning and the guidance of decision–making and behavior. Working memory is often used synonymously with short–term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short–term memory only refers to the short–term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience. Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre–literate children. The purpose of this study was to comparison of working memory and rapid automized number in children with and without dyslexia disorder. 

The present study was a quasi–experimental design with pretest posttest by control and experimental groups. Statistical communication is second primary pupils in Yazd city (Yazd province, Iran). For this study, 50 students with dyslexia disorder and 50 normal student were chosen in randomized sampling. Data for this study were collected by the test of working memory and rapid automatized naming. For measuring of working memory, we used working memory subscale of Wechsler test and for measuring of rapid atomized naming, we used rapid automized naming test of Barkhordar. For diagnostic of dyslexia we used NEMA test. NEMA was developed by Kormi noori in 2016. The overall alpha Cronbach’s for test with high frequency word, word with medium frequency, low frequency word was 0.97, 0.98 and 0.98. The Wechsler intelligence scale for children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the ages of 6 to 16. It generates a full scale IQ (formerly known as an intelligence quotient or IQ score) that represents a child's general intellectual ability. It also provides five primary index scores: Verbal comprehension index, visual spatial index, fluid reasoning index, working memory index and processing speed index. For analyzed data, we used t–test. Data analyzed by SPSS 21. 

Working memory and rapid automatized naming was different in dyslexic and normal children (p<0.001). 

For this reason of working memory and rapid automatized naming was different in dyslexic and normal children, it is recommended that teachers use these skills for educating this children.

Many factors, as well as the inability of couples to maintain a sincere marital relationship can influence sincere relationships between them. Therefore, there is a two–way relationship between these two categories, among which these are the spiritual and social dimensions of the couples. Due to the impact of psychological well–being of individuals on spirituality, meaning and existential health, and the importance of marital empathy in improving marital relationships and reducing harm to families, it important to study on social well–being and its role in influencing spiritual variables affect marital relations. According to the mentioned contents, the effect of mental–spiritual structures (spiritual health) and social (social well–being) the present study was to determine mediating role of social welfare marital intimacy between the intellectual healths of married students was conducted.

This research was a descriptive–correlational study of structural equation. In structural correlation research, it is possible to examine the direct and indirect relationship between research variables in the form of a hypothetical model. The statistical population in this study was married students of the universities affiliated to the Ministry of Science in Gachsaran (Islamic Azad University and Payame Noor University) who studied in the academic year 2017–2018. According to the Krejcie and Morgan table and other sampling formulas, the maximum number of samples in the correlation research has been proposed to be about 390 people, but finally 398 were selected as an availble sample. The present study has been some ethical considerations, one of the most important of which was the informed consent of sample members to participate in the study, the confidentiality of the identity of the subjects, and the optional entry and exit of the research. To collect information we used Walter and Thompson's marital intimacy scales (1983), Guyverz and Maghrimo (2003) and Pulutzin and Ellison (1983) spiritual well–being. The collected data analyzed using descriptive indexes such as mean and standard deviation and structural equation modelling using AMOS version 23 and taking into account the significance level of 0.95 and 0.99.

Majority of participants were in the age range of 20–30 years old (n=123, 30.91%). Based on their last document, 42 individuals had Associate Degree (10%), 328 had Bachelor of Science (57%) and 128 had Master of Science (65%). In addition, in the descriptive findings, the mean and standard deviation of marital intimacy, social well–being and spiritual well–being were (101.42±16.61), (75.18±12.04) and (75.14±8.55) respectively. Also, in the inferential findings of this study, the overall score of spiritual well–being and its component (religious health) had a positive and direct effect on the main dependent variable of intimacy (β=0.213 and p<0.001). The overall score of spiritual health and one of its components (religious health) had a positive and significant effect on the dependent variable of social welfare (β=0.165 and p<0.001). In addition, the direct effect of social welfare on marital intimacy was significant (β= 0.421, p<0.001). In total, the variance of marital intimacy was 0.24 through spiritual well–being and social well–being.

The results of this study showed that spiritual health in addition to direct effect on marital intimacy, indirectly, also influences the main aspect of spiritual well–being (religious health) by mediating social welfare on students' marital intimacy. Therefore, given the findings and theoretical and empirical background, it can be concluded that social well–being plays a critical role in the individual and marital life of students, and as the results of various studies have shown, social well–being aspects of student marital life are effective. Therefore, in family education programs and marital interventions in improving the quality of marital life of students, attention should be paid to their promotion strategies for social welfare.

Murder is a horror crime in human society. Because of women are the main members in family and they are formed the body of society therefore, they playing key role in mental health of society. The health of community is affected by the well–being of them. The previous studies revealed the psychological and social elements to commit to murder for example low–interest to life, low self–concept, weak power organization of family, low competence to parenting, and weak child–parent relationship. Most of previous studies were utilized in quantities and those done in other countries. We need to know this issue from Iranian women view. For study in–depth about the emotional reactions in murdered women, researcher needs narrow and deep study surrounding the psychological and emotional of this phenomenon. For assess, this aim the phenomenological study is need. Therefore, the aim of this study was to survey emotional reactions in women accused of murdered about crime in a phenomenological study.

This study was a qualitative by phenomenological approach and qualitative content method. Seventeen women who were stay in the women prison in Isfahan (Isfahan province, Iran) selected by target–based sampling in 2016. This selection implemented by the focused individual semi–structured interview method to get results until saturation. The data gathering took five months. The interview completed by the researcher with Master of Science degree and familiar to semi–structural interview. For utilized ethical considerations in study, these items considered; the time of interview depends on interviewee tolerance, the participants in the study did not have any mental or psychical damages. In addition, in all of tapes, transcripts or field notes used the code rather than name of participant, even though names place of participants wrote in informed consent. Data analyzed by thematic analysis with seven–step Colaizzi’s method. 

Themes classified into seven major categories including; sadness feeling, shock, horror, suffocation feeling and lack of comfort, insanity and anger, regret, and confesses and bewilderment.

The analysis of feelings and emotional experiences of murderer in women indicated that the regret and sadness feelings after the crime pointed out that the weak emotional control and anger were play key role in committed to murder. Therefore, these findings bring the emotional experienced insight of murder among women. The implications for social worker, psychologist, counselors, criminologist and forensic medicine specialists practice and education are important. In addition, social workers and counselors who work in the prison could be held the seminars or educational classes about the disability emotional control and problem solving to improve the well–being of women in the prison. It seems that besides the focusing on the psychological and family factors of crime in women, the professionals need to point out the emotional and feeling of women before, at the moment and after of committed crime.

Lose a loved person is considered as painful experiences, but most people cope well with their loss and do not need professional help. Their experiences involve feelings of sadness, a deep sense of pain and the perception of their life never being the same compared to before the loss. However, reviews showed that the process of grieving in individuals experience grief after a loss of loved ones may be harder, which can impair their cognitive, emotional and behavioral functioning. This bereavement can be associated with physical decline, mental health problems, change in social roles, cognitive deficits and fewer relationships with others, which make the grieving process more difficult. For some the grieving process may be distorted termed complicated grief, which is a form of chronic grief with intense separation distress related to the loss. The resulting syndrome of complicated grief causes substantial distress and functional impairment even years after a loss, yet knowing when and how to intervene can be a challenge. As a result, grief work will be one of the common challenges that social workers, psychologist and grieved people will face. Providing a mindfulness based cognitive therapy for people with complicated grief can be a benefit for their individual growth in understanding a sense of bereavement and for the purpose of social interconnection. This Therapy will cover bereavement life with a concept of mindfulness and how it can be utilized for people in their day–to–day lives. Overall, the goal for this project for participants was to learn coping skills, gain knowledge in the mechanism of mindfulness during the grieving process and how they can integrate mindfulness principles into their grieving process to better facilitate their coping with their loss.

In the present study, we used multiple baseline experimental single case study design. Three women with complicated grief were selected from patients of counseling service centers by using purposeful sampling method, along with inventory of complicated grief (ICG). This questionnaire describe an emotional, cognitive, or behavioral state associated with complicated grief. The ICG consists of 19 items and answers are given on a 5–point scale ranging from never (0) to always (5). ICG gives a possible range of 0–76 with high scores indicating high levels of CG. The ICG has shown high internal consistency, test–retest reliability. In this study, Cronbach's alpha was calculated 0.92. Patients underwent the treatment process subsequent to obtaining treatment requirements. The efficacy of mindfulness–based cognitive therapy was carried out in three phase of intervention (baseline, treatment and follow–up) by using Inventory of complicated grief. In this project, Data analyzed with visuals inspection, improvement percentage and reliable change index (RCI) strategies. In addition, to examine the efficacy of this psychological intervention (MBCT), it used the six indices of Ingram (2000). These six indices include magnitude of change, universality of change, generality of change, generality of change, stability, and acceptability.

Finding showed mindfulness–based cognitive therapy is both clinically and statistically (p<0.01) significant efficient on the reduction of people with symptoms of complicated grief

Mindfulness–based cognitive therapy has appropriate efficacy in the symptom reduction of people suffering from complicated grief.

Specific learning disabilities and hyperactivity are one of the most common problems in early childhood. Learning disorder has a heterogeneous nature reflected in the educational patterns, strengths, and weaknesses of information processing. Children with learning disabilities present high levels of alpha and beta wave activities, which harm the development of their mental activities, and the attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders that cause damage in different aspects such as educational, social, and familial. This attention deficit hyperactivity disorder (ADHD) is one of the most common childhood developmental disorders that is identified by impulsivity, hyperactivity, and neglect. The prevalence of this disorder is reported to be between 3 to 20% (a probability figure of about 3 to 5%) in school–age children. Recovery occurred between 12 to 20 years, and recovery is rarely less than 12 years old. Also, in the United States, the prevalence of this infection among children and adolescents aged 5–17 years in the 2012–14 period is about 10.2%, and during this period, children aged 10–17 were approximately 11.8%. Mindfulness develops the ability to observe thoughts and emotions as transient phenomena through increasing awareness of each ongoing moment. The formation of self–perception during this period can have a significant effect on adolescents’ growth and development. Besides, learners with better self–concept may be more likely to succeed. This research was done with the aim of compare self–concept of school and mindfulness between specific learning disabilities, hyperactivity, and normal Ardabil students at the sixth school level. 

This study was a descriptive, causal–comparative one (sample–instance). The statistical population were included of the students with learning disability and normal students in the primary school of exceptional schools (N=256) and normal schools (N=31112) in Ardabil during 2017, that 90 people selected accidentally (30 people with a learning disability, 30 with hyperactive activity and 30 normal students). Learners with learning disabilities and ADHD were selected based on the diagnosis included in their school records, and the selection of normal subjects was done by sampling from normal elementary students (girls and boys). A School self–concept inventory and a mindfulness questionnaire (Maas) were used to collect data. Two main statistical methodologies used in data analysis: descriptive statistics by using frequency distribution, percentage, mean and standard deviation, and inferential statistics using MANOVA using SPSS software. In this study, all relevant ethical issues considered.

The results showed that there was a significant difference between students with a learning disability and hyperactive activity and normal in school self–concept. Moreover, the mean of self–concept of the school of students’ normal was significantly greater than learning disability and hyperactive activity (p<0.001). In other to students with learning disability and hyperactivity get low scores in the self–concept of school comparer to normal students, the results of the following test Scheffe showed was no significant difference between the two groups with learning disabilities and hyperactivity disorder in the self–concept of school. Also, the results showed that there was a significant difference between students with a learning disability and hyperactive activity and normal in mindfulness. Moreover, the mean of mindfulness of students’ normal was significantly greater than learning disability and hyperactivity (p<0.001). In other to students with learning disability and hyperactivity get low scores in mindfulness comparer to normal students, the results of following test Scheffe showed was no significant difference between the two groups with learning disabilities and hyperactivity disorder in the mindfulness.

Based on the findings, students with learning disabilities and hyperactive in comparison with normal students reported lower scores in the self–concept of school and mindfulness. Thus, planning special training programs is highly recommended to increase the self–concept of school and mindfulness among the students with a learning disability and hyperactive. Also, it can be argued that the presence of hyperactivity and learning problems causes these students not to be able to socialize well with them because of the embarrassment or rejection of the students, which can increase their social–emotional issues. Besides, the results emphasize the necessity of implementing educational and therapeutic programs in students with specific learning disabilities and hyperactivity disorder.

Emotion regulation is one of the most important problems in children with attention deficit/hyperactivity disorder (ADHD). The aim of this study was to investigate effectiveness of mindfulness based stress reduction–children (MBSR–C) on emotional self–regulation and emotional resilience in students with attention deficit/hyperactivity disorder.

in a semi–experimental study with pre–test–post–test design, 24 students with AD/HD selected by convenient sampling method, assigned to experimental, and control group randomly. The research instruments were child and youth resilience measure (CYRM) and emotion regulation checklist. MBSR–C program was used eight sessions on children with AD/HD and the control group did not receive any intervention. SPSS 18 was used for data processing and MANCOVA was used to analyze the data. The significance level was considered as 0.05 in all tests.

the results revealed that mindfulness based stress reduction had significant effect on emotional self–regulation (p<0.001) and emotional resilience (p<0.001) in patients with AD/HD. From resilience components, MBSR–C had significant effect only on caregiver components (p=0.030). As well as, from emotional self–regulation, MBSR had significant effect on emotional liability/negativity (L/N) (p<0.001) and emotion regulation (ER) (p<0.001). 

According to the results, it concluded that MBSR–C had effect on emotion modulation and regulation and enhancing of resilience of children with AD/HD. It is suggested that the mindfulness based stress reduction–children (MBSR–C) be used along with other interventions to regulate the negative emotions of these children.

Cognitive flexibility is one of the variables of healthy lifestyle; cognitive flexibility has a positive effect on the individual's ability to control inner and outer stresses. Formation of flexibility is an evolutionary process, because it succeeds in overcoming unpleasant situations, self–efficacy and increasing confidence in its ability to influence the environment. One of the treatment methods that increase the psychological flexibility of individuals is cognitive therapy based on admission and commitment. Acceptance and commitment therapy emphasizes the role of individual psychological resources in dealing with stressors. This evidence–based treatment is used to treat various types of mental disorders and medical conditions. The main goal of teaching admission and commitment is mental flexibility. It means the ability to make practical choices among the different choices that are appropriate, rather than just acting in order to avoid disturbing thoughts, emotions, memories or desires. In fact, this treatment emphasizes the role of the individual's psychological resources in dealing with stressors. Investigating the effectiveness of treatment based on admission and commitment on cognitive flexibility of individuals can indicate the efficacy of this treatment in medical students. Therefore, the purpose of this study was to determine the effect of cognitive therapy based on admission and commitment on cognitive flexibility on Gorgan University of Medical Sciences students.

The research method was quasi–experimental with pre–test and post–test with control and follow–up groups. The statistical population included all students of Gorgan University of Medical Sciences. Among them 30 students were selected based on entry criteria. Criteria for entering including informed consent from the company in the research, exit criteria from the intervention, absence in more than 2 educational sessions. They randomly divided into two groups (experimental and control groups, n=15 for each group) and informed consent was obtained. Treatments were provided to the experimental group for eight weeks sessions and the control group was placed on the waiting list. Flexibility was evaluated in three stages: pre–test, post–test and follow–up with Dennis Wonderwall (2010). Data were analyzed using SPSS 23 software and descriptive statistics such as mean and standard deviation, F Levin's test, Kolmogorov–Smirnov and covariance analysis with repeated multivariate measurements (p<0.001).

Kolmogorov–Smirnov test showed a normal distribution of data. In addition, the results of the Lone test for homogeneity of variances showed that cognitive flexibility variables (p=0.807), replacement (p=0.417), control (p=0.205) and replacement for human behavior (p=0.067) had homogeneity of variances among the research groups. Results of the Mbox test showed that covariance flexibility variables (p=0.050), replacement (p=0.158), control (p=0.022) and substitution for human behavior (p=0.008) with covariance homogeneity between research groups. Accordingly, the assumption of the normality and homogeneity of variances was established. In addition, time–related resources in all variables except for the subsample of control were meaningful. Group–time resources were meaningful in all variables. Considering the design of the control group, pre–test, post–test and follow–up period, the results showed that acceptance–based therapy and commitment had a significant effect on cognitive flexibility (p<0.001). The effect of this intervention on the interaction of time and group on the total score of cognitive flexibility was 46% (p<0.001), replacement of 33% (p<0.001), control 39% (p<0.001), and substitution for behavior human was 10% (p<0.048). Therefore, acceptance and commitment therapy had a significant effect on cognitive flexibility.

It could be concluded that acceptance and commitment therapy, cognitive flexibility and its components in medical students increased and the results are stable in the follow–up phase. Therefore, it seems that people with little flexibility are beginning to forget their early learning and insist on their previous learning that has negative consequences, and this insistence on damage to their compatibility leads to new conditions. Therefore, acceptance and commitment therapy increases the ability to continue valuable activities when faced with negative feelings and thoughts. This treatment is considered as an effective intervention in increasing the flexibility of medical students.

Chronic renal failure is a progressive and irreversible loss in kidney function, which results in numerous physical and psychological complications. The complications of hemodialysis treatment causes disruption in patients’ happiness and well-being and therefore leads to depression, anxiety and sometimes suicide attempts. Cognitive emotion regulation strategies are an important part of hemodialysis patients’ lives. Disturbance in emotion and failure in its regulation can cause psychological trauma. The aim of this study was to investigate the effectiveness of mindfulness with memory specificity training (MEST) on cognitive emotion regulation strategies of hemodialysis patients. 

The present study was quasi-experimental with a pretest-posttest and two-months follow-up with the control group. The statistical population consisted of hemodialysis patients who referred to hemodialysis centers of Tehran city (capital city of Iran) in 2017. In total, 36 individuals were selected using purposive sampling method from the statistical population, and were randomly assigned into three groups: mindfulness therapy group (n=12), MEST group (n=12) and control group (n=12). In order to collect data, the cognitive emotion regulation questionnaire (CERQ) developed by Garnowski, for intervention mindfulness therapy (Segal, 2013), memory specify training (Maxwell, 2016) were used. After selecting the sample, mindful and memory specificity training were done for the groups, no training was provided for the control group. After training completion, posttest was performed for the subjects in all three groups. The posttest included the previous questionnaire. Two months after the course completion, patients were asked to complete the same questionnaire again. This was done to track and evaluate the viability of interventions. The obtained data were analyzed using SPSS-22 software and mixed analysis of variance.

There was a significant difference in cognitive emotion regulation strategies between mindfulness therapy group and MEST group in the port-test stages among hemodialysis patients (p<0.001). In addition, there was a significant difference in cognitive emotion regulation strategies between mindfulness therapy group and MEST group in the follow up stages among hemodialysis patients (p<0.001).

In the present study, mindfulness therapy and MEST, compared with control group, were more effective for the positive and negative cognitive emotion regulation during the posttest, and the effect was more durable during interventions. Comparison of MEST to mindfulness therapy showed that MEST was more effective than mindfulness therapy for positive and negative cognitive emotion regulation. In order to explain this effectiveness, it can be argued that mindfulness therapy and its techniques target the fundamental beliefs and negative thoughts of self-efficacy in patients. It after making cognitive changes in patients and made aware of his own cognitive and emotional content, allow him to explore more appropriate alternatives and avid automated responses. Furthermore, in MEST and its techniques, by challenging the memory, irrational thoughts and beliefs about the chronic illness with depression, anxiety and emotional disorders caused by incurable renal therapy, by reducing over general memory, increases the ability of solving social problems in individuals and prevent negative social interactions. It also leads to increased sense of hope in patients by influencing on future visualization capabilities. This therapy prevents rumination as well. It also reduces the psychological disorders in patients by experimenting with negative memories and the resultant negative emotions. Being exposed to distressing memories and emotions, even if they cause worries and unpleasantness for a short period of time, has long-term benefits for an individual’s mental health. According to the findings of this study, it can be deduced that MEST is more effective than mindfulness therapy and control group in improving cognitive emotion regulation and this therapy is more durable, this durability is due to easier treatment and faster training for patients as well as shorter duration of intervention sessions.

Hearing impairment is one of the most common congenital and acquired diseases in children. Hearing damage can cause secondary problems (i.e. perceptual, communication, emotional, social problem, etc.) which based on the degree of hearing impairment, the age of child at the onset and child’s intellectual potential, the magnitude of problems may vary. Some evidence suggests that hearing impairment has negative effect on psychological characters of hearing–impaired adolescences and they are more vulnerable to mental health problems than their hearing peers are. The hearing–impaired child is at risk the loneliness living and the loss of social discussion coequals partnership. Consequently, it causes the hearing impaired people in interpersonal relationship crisis. Deaf students are one of the groups of children with special needs, and deafness is widely recognized as one of the most common disabilities. Developing appropriate curriculum for the education of deaf children depends on identifying the needs of this group. Various studies indicate that hearing–impaired children compared with normal children have problems in all aspects of emotional development. Hearing impaired children encounter difficulties in cognitive emotion regulation and social skills. It has been proved that emotion regulation plays an important role in adaptation to the stressful life events. The purpose of this research was to determine the effectiveness of instructional program for cognitive emotion regulation on social skills in students with hearing impairments.

A semi–experimental design with pre–test and post–test with control group was used in this study. The statistical population consisted of students with hearing impairment in inclusive schools of Tehran (capital city of Iran) in 2018–2019 academic years. In this study, thirty students with hearing impairment were randomly selected and assigned to an experimental group (15 students) and a control group (15 students). The participant’s age were between 10 to 16 years old. The pretest of social skills rating scale took by students. The experimental group received cognitive emotion regulation training two times a week and each session took two hours. Cognitive emotion regulation training lasted in 7 weeks. Social skills rating scale (Gresham & Elliote, 1999) was used in pretest and posttest. The post test was administered immediately after intervention. Multivariate analysis of covariance applied for data analysis. The data analyzed using the SPSS software version 21, and the level of significance was set at 0.05 for all tests.

The score for “social skills” of the experimental group increased more than that of the control group. The results of the multivariate analysis of covariance showed that there was a significant difference between the experimental and control groups regarding social skills and components (co–operation and assertiveness) (p<0.001), and there was a significant difference in self–restraint component (p=0.009). It can could be concluded that cognitive emotion regulation training can have a positive impact on effective on the increase in social skills in hearing–impaired students. Thus, the instructional program for cognitive emotion regulation significantly increased the social skills in students with hearing impairment in inclusive schools.

According to the obtained findings on the importance and role of cognitive emotion regulation in students with hearing impairment, an instructional program for cognitive emotion regulation can be used to increased social skills in these people and improve their emotional control. According to the results, we can say that cognitive emotion regulation skills training grew the use of positive emotional strategies and developed the appropriate social skills. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers. Accordingly, we suggest that professionals and teachers should more consider emotional problems in this group, and related programs should be designed for the improvement of the issues of these children.

Children's health and illness is effective in the health and illness of future generations. Therefore, mental health and study on the adaptation of children to their growth and fertility at adulthood, and the lack of attention to the growth conditions of childhood will bring irreparable harm to mental health of the community. Attention deficit hyperactivity disorder is one of the most controversial mental disorders in childhood and has a profound impact on the lives of thousands of children and their families. The purpose of this study was to investigate the relationship between anxiety and impulsivity disorders with interaction with peers in students with attention deficit/hyperactivity disorder (ADHD).

The research method was descriptive–correlational. The statistical population included all students with aged 8 to 11 years old who was referred to the clinics in Karaj (Alborz province, Iran), among whom 100 subjects were selected as samples of the study. Using available sampling method. The criteria for entry into the study included children aged 8 to 11 years old, the choice of girls and boys in the same way and having no history of physical diseases. Research instruments included Weinberger and Schwartz self–restraint questionnaire (1990), Behmehherr anxiety disorders (1991), and the social skills of Truscat (1989). Self–sufficiency scale has a general scale and 4 sub–scales. Sub–scales of this test, which are similar but distinct structures, are suppressing anger, impulse control, others' attitudes and accountability. On a 5–point Likert scale, the subjects expressed their acceptance or opposition to each of the phrases. In the present study, the subconsciousness of impulse control was used to examine the impulsivity of these children. Low scores in impulse control, indicating high impulsivity and high scores in impulse control indicate low impulsivity. Weinberger has reported a correlation coefficient of this scale 0.91. The retest reliability was also observed at a two–week interval 0.89 and reported 0.76 in a 7–month interval. The content validity and reliability of this questionnaire were 0.82 and its reliability was as high as 0.88. The social skills questionnaire is a 56–item test that consists of three subscales of social inadequacy, social skills, and communication with peers in the child's personality questionnaire (Truskat, 1989). The lowest score is zero and the highest score is 56. In this study, the Cronbach's alpha value was 0.88. Anxiety–related anxiety disorder questionnaire, a self–reporting tool, was developed by Birmahler (1999) to assess the symptoms of anxiety disorders according to DSM–IV criteria in children aged 8 to 17 years and includes a general anxiety scale and five subscales (anxiety Pervasive, separation anxiety, school of panache, social anxiety and panic/physical impairment). The current form of this test, which is mostly used in research, has 41 entries. In the present study, the Cronbach's alpha coefficient for the total anxiety scale was 0.90 and the internal consistency of the sub–scales was in the range from 0.75 to 0.80. The social skills questionnaire is a 56–item test that consists of three subscales of social inadequacy, social skills, and communication with peers in the child's personality questionnaire (Truskat, 1989). The lowest score is zero and the highest score is 56. In this study, the Cronbach's alpha value was 0.88. In this research, descriptive statistics, including mean, standard deviations and inferential statistics including analysis of multi–variable regression analysis were used to describe, categorize and analyze the data obtained from descriptive statistics.

The results showed that interaction with peers was significant only with two components related to anxiety–related disorders, namely: social anxiety (p=0.031) and school of fear (p=0.044). There was also a negative and significant relationship between interaction with peers and impulsivity (p<0.001).

In order to have effective interaction with others, the individual must be taken into consideration and be able to control his impulsive behavior and be responsible for his or her behavior. Regarding the results of generalized anxiety disorder in the first degree and panic disorder, and it is important to predict the lack of positive interaction with peers. Disorders associated with anxiety and impulsivity can be considered as predictors of interaction with peers in children.

Human as a social creature has a right to participate in society and communicate with surrounding environment and community. Making special and physical contexts and what is required to access these contexts desirable and accessible for everyone is counted as a fundamental necessity for the development of each society. Handicapped, physical and mental disabled and veterans that have formed part of each society, have a right to use public spaces and community services and facilities. Despite of their potential and abilities, these people encounter with lack of accessibility to the urban space. Urban transport in its public form should meet the needs of different groups. Therefore, it is necessary to make public transportation modes prepare in order to ease conditions for their presence. Providing the possibility of being present in society for mentioned people has a huge influence on their mental health. On the other hand, by utilizing their potential, it will contribute to the whole society advancement. In addition, every human being will encounter with a disability during a period of life like as elderly, childhood and pregnancy. This fact that all of us may experience disability during our life makes it issue that is more significant.  This study aimed to assess the role of public transport system in Isfahan city to meet the physical needs of disabled persons and their social involvement in the community. In this research, was attempted to evaluate the efficiency of public transport network of Isfahan city, in behavioral, economical, accessibility, safety, security, convenience, and comfort dimensions, on the quality of disabled persons’ social life.

The research method, was practical and descriptive-analytic. Disabled people of Isfahan city (Isfahan province Center of Iran) were the study statistical society, 100 of them that were present in buses and bus stations chose as statistical sample. In order to data analysis, the factor analysis method was used in Amos Graphic software and role of measurable variables and main factors influenced in satisfaction of urban public transport has been determined. The acceptable meaningful level of factor loads (p<0.05) and the confidence interval was 95%. 

Standardized regression scale indicated that there was a meaningful relationship between independent variables (behavior, expenditure, accessibility, safety and security and comfort) and dependent one of disabled presence in urban spaces. Independent elements and dependent justified 48.25% and 38.73% respectively. According to the study consequences, the factor of accessibility with regression scale of 0.77 was a priority in order to satisfy disabled persons from urban transport. Then the factor of safety and security with regression scale of 0.61 was in the second level and the factor of people behavior with regression scale of 0.47 gathered the third level. Finally, the last rank belonged to the factor of comfort and convenience with regression scale of 0.43. Furthermore, around 96% of dependent variation was related to the quality of public transport system.

The results show that taking necessary measures to accommodate Isfahan public transport plays an effective role in the social presence of people with disabilities in the city.

Diabetes mellitus is one of the most common chronic diseases in the world, the disease is a metabolic one characterized by deficiencies in insulin secretion, which is classified to two different diabetes type. Considering the high prevalence of psychiatric disorders in type 2 diabetic patients and role of psychological flexibility and cognitive emotion regulation strategies on psychological problems, the aim of this study was to investigate the predicting role of psychological flexibility and cognitive emotion regulation strategies on depression, anxiety and stress in type 2 diabetic patients. 

The study was a cross–sectional and correlation one. Participants consisted of 102 men and women with type 2 diabetes that they referred to treatment centers in Khorramabad city (Lorestan province, West of Iran) including public and private hospitals, clinics and health centers who were selected by convenient sampling. Using cognitive emotion regulation questionnaire (CERQ), acceptance and action questionnaire (acceptance and action questionnaire–II) and anxiety, stress and depression questionnaire (24–DASS) to collect data. To analyze the data at the level of descriptive statistics, mean and standard deviation were used and at the level of inferential statistics Pearson correlation coefficient and regression were used and to analyze data SPSS software (SPSS version 24 IBM crop., Armonk. NY) were used. 

There is a significant negative correlation between psychological flexibility with depression in patients (p<0.001). There was a significant negative correlation between mental flexibility and anxiety variable in patients (p=0.028). On the other hand, a significant negative relationship between psychological flexibility and stress in patients (p<0.001) observed. There was a significant negative correlation between the depression variable and the adaptive cognitive emotion regulation strategies (p=0.015). There was a significant negative correlation between the stress variable and the adaptive cognitive emotion regulation strategies (p=0.017). However, there was not a significant relationship between adaptive cognitive emotion regulation strategies and anxiety. There was a significant adaptive correlation between the depression variable and the inadaptive cognitive emotion regulation strategies (p=0.05). However, there was not a significant relationship between adaptive cognitive emotion regulation strategies with stress, and there was not a significant relationship between adaptive cognitive emotion regulation strategies with anxiety. Also, psychological flexibility was an acceptable tool to determined depression, anxiety; also, it was the most important factor in predicting stress (p<0.001). Adaptive and inadaptive variables of cognitive emotion regulation strategies were not able to predict components of depression and anxiety significantly. However, the cognitive emotion regulation adaptive strategy could predict the stress component (p<0.01) significantly, and psychological flexibility and adaptive cognitive strategies were predictors of stress (p<0.001).

In general, individuals with high adaptive cognitive emotion regulation strategies and psychological flexibility accept their defects and problems, judge themselves less, and they are aware of their problems. This condition has led to less stress, anxiety, and depression. Therefore, it is recommended to exercise suitable practices to increase positive cognitive emotion regulation strategies and psychological flexibility in type 2 diabetic patients.

Attention deficit hyperactivity is one of the most common childhood disorders, which has recently attracted the attention of psychiatrists and psychologists. The main characteristics of this disorder include inability to control motor behavior, learning disability, aggression, educational problems, impulsiveness and motor restlessness. The present study was aimed to determine effect of teaching neurofeedback on symptoms of children suffering from attention deficit–hyperactivity disorder.

Present research was a pretest–posttest study with a control group. In terms of using the results, it was an applied study. The statistical population included the children with attention deficit hyperactivity disorder (ADHD), who were selected using the list of the clients who had referred to Refah Clinic in Tehran over a period of 2 months and were diagnosed with ADHD by a psychiatrist. Convenience sampling method was used to select the study sample that consisted of 30 children (girls and boys) in an age range of 5–10 years. The subjects were selected based on the study’s objectives and the inclusion criteria, which were definitive diagnosis of ADHD by a psychiatrist based on DSM–IV criteria, completion of the written consent to participate in the study by the subjects’ families, age range of 5–12 years, lack of other attention deficit hyperactivity disorders, lack of receiving any other special treatments such as medication. Afterwards, in order to observe ethical considerations, the study’s objectives were explained to the parents and confidentiality of the subjects’ information was assured, the parents entered the study following their complete satisfaction, and they were ensured that their children would not harm at all. After the parents were familiarized with the clinical and research aims by the researcher, they filled out the participation consent form. The 30 chosen children were randomly assigned into two groups (15 children in the neurofeedback training group and 15 in the control group). After the desired sample was obtained, the child symptom inventory–4 (CSI–4) was distributed among the parents as the pretest, and they were required to fill it out. After a week, the experimental group received an intervention program for 20 sessions (every session lasted an hour and was held twice a week).

The results obtained from comparing the neurofeedback means of the experimental group in the pretest and posttest stages indicated that the symptoms of attention deficit hyperactivity disorder had a significant decrease in the posttest phase (16.26) compared to the pretest phase (28.33). In the control group; however, the neurofeedback means in the pretest (28.73) and posttest (28.93) had no significant difference. In fact, the results of the present study showed that neurofeedback training led to a decrease in ADHD symptoms (p<0.001).

The present study showed that neurofeedback training had a positive impact on the symptoms of children with attention deficit hyperactivity disorder (ADHD). In fact, the results of the present study can theoretically be the basis for the effect mechanism of this method among children with ADHD, and they can practically be a guidance for trainers and those who work with such children. Therefore, it is recommended that this effective method be utilized along with other therapeutic methods in order to reduce ADHD symptoms among children.

The deficiencies in social adequacy and self–esteem skills in Down's syndrome children have prevented them from having adequate behaviors in social situations and lacking interpersonal interactions. The purpose of this study was to investigate the effectiveness of teaching the theory of mind on the social adequacy and self–sufficiency of Down syndrome in the first and second elementary schools of Yazd in the academic year 2017–2018.

This is a semi–experimental design with pretest–posttest design with control group. The statistical population of all children was Down syndrome in Yazd city, in which 24 children with Down syndrome were selected by available sampling method and randomly divided into two experimental and control groups (each group was 12). The social skills questionnaire (Gersham and Elliott, 1990), using social competency tests (Prandin, 2006) and the subscale of self–restraint of social skills questionnaire (Gersham and Elliott, 1990), were assessed in both pretest and posttest. Twelve sessions of mind theory training were conducted for the experimental group. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential (covariance analysis) by SPSS21 software.

The results showed that training of mind theory had a significant effect on social adequacy (p<0.001) and restraint (p<0.001) in children of experimental group.

According to the results, teaching the theory of mind improves the social adequacy and self–control of children with Down syndrome.

Among some scientists in this field, there is general agreement that offenders juvenile are often exposed to a kind of social relationship that has its characteristics. Some factors are directly related to delinquency of them including the existence of personality problems, lack of relationship and close links between parents and disorderly condition of the family environment. Therefore, this study aimed to compare big five personality traits, attachment and self–perception between delinquent and normal adolescents. 

This study was a descriptive, causal–comparative study. The statistical population included normal and delinquent adolescents in Gorgan city (North of Iran). The study sample consisted of 120 offenders juvenile and 120 normal male boys who were selected through convenience sampling. Among them, 71 offenders and 71 normal adolescents were selected randomly. To collect data, the Neo characteristics personality questionnaire (1985), Collins and Reid attachment inventory (1996) and Sherer and Mados (1982) self–efficacy scale were used. Data were analyzed by multivariate analysis of variance (MANOVA) using SPSS software and probability values less than 0.05 were considered as statistically significant. 

There was a significant difference between the personality traits of delinquent and normal adolescents (p<0.001). The findings revealed that adolescent teenagers scored higher in psychosocial subscales than normal adolescents (mean and standard deviation in offenders juvenile were 31.6±6.77 and in normal adolescents were 20.13±4.66). However in the extraversion subscales (mean and standard deviation in delinquent adolescents were 28.14±5.68 in normal adolescents 32.23±3.75), openness to experience (mean and standard deviation in delinquent adolescents was 30.14 ± 8.3 and in normal adolescents 35.28±4.25 agreement), agreeable (mean and standard deviation in delinquent adolescents were 27.74±7.53 and in the adolescents were 34.58±4.18, respectively), and in the variable of duty (mean and deviation The level of adolescents in adolescents was 21.91±6.21 and in normal adolescents 33.74±3.33) had a lower score than the control group (p<0.001). Delinquent adolescents in the component of anxiety attachment style had a higher score (mean and standard deviation in delinquent adolescents was 21.98 ± 3.36 and 11.34±2.31 in normal adolescents). Finally, there was a significant difference between the self–efficacy variable in delinquent and normal adolescents in the variable, so that the level of self–efficacy of offenders juvenile was lower than that of adolescents (mean and standard deviation in delinquent adolescents was 34.54±4.69 and in normal adolescents 62.9±4.2) (p<0.001).

Personality traits, perceived attachment and self–efficacy are considered as effective psychological factors in the dimension of community–based behaviors. Therefore, attention to the role of parental attachment in childhood and the importance of personality traits can be effective in keeping children and adolescents safe from possible offenses.

Diabetes mellitus is a metabolic disorder and a multifactorial disorder characterized by hyperglycemia, due to disfunction in insulin secretion or activity, and it cuses to an extinct disease. Diabetes as a chronic disease affects all levels of individual and social life of a patient, including life satisfaction. In this regard, according to existing studies, the most important cause of mortality in diabetic patients is the lack of self–care. Self–care in diabetes patients is the correct and timely delivery of insulin, dieting, regular exercise activities, identifying signs of increased blood glucose, taking regular medications, taking care of the legs, and improving the quality of life. Therefore, diabetes in addition affect physiological, psychological, and satisfaction of life in these patients. Considering the increasing prevalence of diabetes, which suggests that self–care activities in diabetic patients are not performed, and the effects of diabetes on life satisfaction in these patients. Finding the most effective treatments in diabetes mellitus seems necessary, since admission and commitment treatment is affected by local culture, it is necessary to test in different social and cultural contexts in order to increase its effectiveness. Therefore, this study aimed to investigate the effectiveness of group therapy based on admission and commitment on self–care behaviors and life satisfaction in patients with type 2 diabetes.

This study designed as a semi–experimental pre–test, post–test with control group. The statistical population was all patients with type 2 diabetes who referred to Neyshabour (Khorasan Razavi province, Northeaset of Iran) diabetes clinic in 2017. Among them 30 were selected by convenience sampling and randomly assigned to two groups of experimental (n=15) and control (n=15). The research tools included a short–term self–care scale of diabetes mellitus, Tubert et al. (2000), Diner et al. (1985), and eight sessions of 90–minute group therapy based on acceptance and commitment from Grik et al. (2007). For data analysis, SPSS software version 22 and single–variable covariance analysis was used. 

The mean and standard deviation of the self–care group in the experimental group before intervention was 23.93±5.970 and after intervention was 27.07±5.45. Mean and standard deviation of life satisfaction scores in the experimental group before intervention was 13.13±3.91 and 17.27±3.78 after intervention. Therefore, there was a significant difference in the mean scores of self–care behaviors and life satisfaction among the experimental group in comparison to the score before and after the intervention (p<0.05), but these changes were not significant in the control group.

Using an admission and commitment group, as an effective educational intervention, improves self–care behaviors and life satisfaction in patients with type 2 diabetes. Studies showed the importance of treatment interventions to increase self–care and life satisfaction in type 2 diabetic patients. Given the growing trend of diabetes and high rates of sufferers, it is worthwhile for patients to take the necessary training from educational programs and pay more attention to the role of counseling and education. In addition, according to results of this study, acceptance and commitment therapy showed improving in self–care and life satisfaction in patients with type 2 diabetes; attention to acceptance and commitment group therapy, as an approach It is essential to support patients with type 2 diabetes.

Because of the need to reduce aggressive from anger, Anger management programs are growing. This study aimed to determine the efficacy of anger control training on improving communication skills and anger control is delinquent girls.

This study is a type of quasi-experimental pre-test and post-test and control groups. The study sample consisted of all female offenders in Tehran in 1392, which were held in a juvenile institution they’re. Due to the limitation of the study population, all members selected by the census sampling method and randomly divided into two groups (n=30) and controls (n=30) placed. The experimental group received eight sessions of anger management technique, while the control group received no training. The measuring instrument of this research was the Spielberger Anger Inventory, and Data analyzed by ANCOVA.

The result confirmed the hypothesis that training on anger management is an effective on anger management of delinquent girls (p<0.001).

The results of this study will help authorities correcting and training centers for anger control training in their programs to reduce anger criminals and thus are its potential adverse consequences.

The vulnerability of female household heads at individual and social levels leads to a decline in their social health. Therefore, the present study aimed to determine the role of self–compassion and distress tolerance in the social health of female household heads.

The present study was a descriptive correlational research. The statistical population of the study consisted of all female household heads supported by the Imam Khomeini Relief Foundation in 2019 in Baharestan County. 291 subjects were selected by available sampling using the Morgan table. The tools used to collect Data were Simon and Gaher's Distress Tolerance Scale (2005), Self–Compassion Scale – Short Form (SCS–SF) (2003), and Keyes Social Health Questionnaire (2004). To anaylze data, SPSS software version 21 and descriptive statistical methods such as mean, standard deviation, and inferential statistics (Pearson’s correlation test and multiple linear regression) were used by the step–by–step method, and the significance level was considered at 0.05.

The means and standard deviations of compassion, distress tolerance and social health were, 16.78±1.57, 13.4±1.27, and 18.41±2.29, respectively. There were direct and significant relationships between self–compassion and social well–being (r=0.627, p<0.001) and between distress tolerance and social well–being (r=0.545, p<0.001). Self–compassion (r=0.603, p<0001) and distress tolerance (r=0.517 and p<0.001) were significantly able to predict social health.

The promotion of self–compassion and tolerance in distress will promote the social health of women household heads. Therefore, improving their health status should be considered by conducting training courses or workshops on self–compassion and distress tolerance for these individuals.

Asthma is a Lifestyle inflammatory and reversible disease of airways. Change in Lifestyle by increasing obesity and decreasing physical activity is the main cause of its high prevalence. Asthmatic patients are less fit than their healthy control subjects. Evidence reveals the association between mechanical life, inadequate physical activity, and increased daily calorie expenditure with adolescent obesity syndrome, On the other hand, overweight and obesity has increased the risk of asthma and inefficiency of lung function. Therefore, the role of the respiratory system in adjusting the acid-free balance during exercise can be considered very important. If an efficient respiratory system leads to a better refinement of toxic substances, attention to pulmonary capacity and volume in different individuals, and the impact of environmental factors on it seems to be necessary. Accordingly, one of the most critical indicators of respiratory function is vital; vital capacity is a reflection of a large amount of respiratory capacity that results in better air purification in the lagoon of the lungs. Pulmonary vital capacity and output volume (FEV) are a strong indicator of lung function that has been reduced due to obesity and inactive Lifestyle. One of the known methods for the treatment of asthma patients is rehabilitation; rehab programs have added therapeutic value to patients with asthma. They cause a significant improvement in these patients, which is one of the essential components of pulmonary rehabilitation. Therefore, this study aimed to evaluate the effect of aerobic training on pulmonary function (FEF, PEF, MVV, FEV) in middle-aged women with mild asthma.

This semi-experimental study was performed on two groups of 30 obese women with mild asthma, referring to medical centers in Urmia. The subjects were randomly assigned to control (n = 15) and exercise (n = 15). The exercise group performed aerobic exercise for eight weeks in the form of fast-paced walking and intermittent running and aerobic base movements. The program of each exercise session from the first week to the third week consisted of 50 minutes of aerobic exercise with an intensity of 50% of maximum heart rate. Lasted seven to eight weeks, every 60 minutes of aerobic exercise with an intensity of 70-75% of the maximum heart rate given by the Polar machine was measured. In this study, spirometric measurements used for factors such as expiratory flow, maximum voluntary ventilation, expiratory flow maximal in 75% of the vital capacity, and expiratory volume ratio in the first seconds to mandatory vital capacity. Statistical analysis performed using the Shapiro-Wilk test and covariance analysis, and the significance level was 0.05. Data analyzed by SPSS version 22.

The results showed that MVV, FEF, FEV, and PEF and their changes in pretest and post-test stages after eight weeks of aerobic training evaluated. The results of the covariance analysis showed that there was a significant difference between the two groups of training and control in all the respiratory variables by maintaining the pretest and post-test scores (p<0.05). The findings indicated that eight weeks of aerobic exercise had a significant effect on the increase of MVV (p=0.003), FEF (p=0.024), FEV (p<0.001), and PEF (p=0.002) in the research sample. No significant changes observed in the control group.

Performing asthma exercises can contribute to the improvement of asthma treatment for asthmatic patients. Therefore, considering the beneficial effects of exercise, especially aerobic exercise, the protocol of treatment of asthma patients in our country must also be modified to use sports protocols under the supervision of medical specialists and with their advice. Patients with asthma improve their respiratory rate by participating in the exercise rehabilitation program; they can better handle daily tasks, as a result of the aerobic exercise presented in the present study. Effective treatment intervention for obese people asthma is mild because this exercise volume reduces the body composition index, which is a factor in asthma.

Female–headed households is a woman who is finance of family and a spouse is live but cannot do it. As a result, a woman has been in charge of the family's financial management. Some researches have shown that these women have psychological problems such as depression and anxiety. One of the psychological therapies to prevent return or relapse of depression and anxiety is cognitive therapy based on mind–consciousness. Cognitive techniques can inform and educate the participant(s) about depression, anxiety and resilience. The purpose of this study was to investigate the effectiveness of cognitive–therapeutic based on conscious mind on depression, anxiety and resiliency of female–headed households in Tehran.

The design of this quasi experimental study was a pretest–posttest with a control group. The statistical population consisted of all female–headed households referred to the Imam Khomeini relief committee of district 1 in Tehran (capital city of Iran). Among them, 40 women were selected using convenience sampling. Subjects were randomly assigned into experimental and control groups after pre–test. The intervention was conducted in 8 sessions for the control group and resiliency questionnaire was used to measure the power of coping with pressure and threat (Caner and Davidson (2003)). The Beck depression inventory was used to measure depression. The Beck anxiety inventory (1990) with 21 questions was used to measure severity of anxiety. Data analyzed with descriptive (mean and standard deviation) and inferential (analyze the covariance) statistics.

Covariance analysis showed that level of anxiety (F=587.5, p=0.022) and depression (F=125.4 and p=0.028) of female headed–households, respectively, decreased significantly in interventional cognitive therapy based on mind–awareness. This intervention did not have a significant effect on the resiliency.

Based on the results of this study, therapists can use cognitive therapy based on mind–awareness to reduce anxiety and depression.

Thalassemia is one of the global health problems and the most common hereditary anemia in the world. Thalassemia can have many adverse effects on the patient, family and community. Therefore, it is necessary to examine the solution to improve the quality of life of these patients. Positive parenting program is one of the most effective interventions on parenting styles and parenting communication with children, which planed and developed by Sanders et al. This program is established based on the principles of social learning and prepare parents to better deal with their children and researchers used it to study and improve the parent–child relationship. Even it had an appropriate impact on the relation of children with intellectual disabilities with their mothers. The purpose of this study was to investigate the effectiveness of teaching a positive parenting program on reducing the anxiety and aggression of children with thalassemia in terms of drug control in Shiraz, Iran.

The research design was a quasi–experimental design with experimental group and control group and it evaluated by pre–test, intervention and post–test. The statistical population consisted of all children aged 8–15 years old with thalassemia who referred to Shahid Dastgheib Hospital in Shiraz (Fars province, South of Iran) in 2014–15. The statistical sample was 32 children who were randomly assigned to two experimental groups (n=16) and a control group (n=16). To measure the desired variables, such as anxiety, screening test was used to emotional disturbances associated with childhood anxiety; Scard questionnaire (1997) and Nelson's anger inventory (2000) were used to measure aggression. In order to conduct the research plan, the parents of the experimental group were under the eight sessions of the positive parenting program (every week one session). At the end of the sessions, pre–test was taken from the subjects. The subjects were subjected to post–test. Data were analyzed using independent t–test and dependent t–test and covariance analysis using SPSS 22 software.

The results of covariance analysis showed that 8 sessions of positive parenting program reduced children's anxiety (p≤0.001) and children's aggression (p≤0.001) with thalassemia. Independent t–test showed that there was no significant difference in children's anxiety in the pre–test between the experimental and control groups but there was a significant difference between the experimental and control groups in the post–test (p<0.001). In addition, there was no significant difference in the aggression of children in the pre–test between the experimental and control groups. However, there was a significant difference between the experimental and control groups in the post–test (p=0.006). Results of t–test showed that there was a significant difference in children's anxiety between pre–test and post–test in the experimental group (p<0.001), but there was no significant difference between pre–test and post–test in the control group. In addition, here was a significant difference in children's aggression between pre–test and post–test in experimental group (p<0.001), but there was no significant difference between pre–test and post–test in control group.

According to the results of this study, it could be stated that 8 sessions of positive parenting program could reduce children's anxiety and the incidence of aggression in children with thalassemia. Furthermore, teaching a positive parenting program to mothers of children with thalassemia can have a positive effect on decreasing the anxiety and aggression of these children. Therefore, positive parenting program can be used as an effective treatment for the treatment of anxiety and aggression in children with Thalassemia.

Depression is one of the most common psychiatric disorders that does not belong to a specific time and place. In this regard, studies have shown that the academic course is due to the presence of several factors of a period of pressures that is likely to occur in the case of an officer. Researchers reported a high prevalence of depression among students (ranged from 10 to 64%). Considering that depression as a disorder can cause personal, familial and social inappropriate complications among students. For examples depressed mood, lack of pleasure, severe loss of interest, weight loss and appetite, sleep disturbances, restlessness or slowness, mental retardation, fatigue, energy loss, guilty feelings, inefficiency, lack of concentration, doubtfulness, recurrence of thoughts about death or suicide, family conflicts, and occupational dysfunctions. It is necessary to intervene in reducing these symptoms. Therefore, the present study aimed to investigate the effectiveness of dialectical behavioral therapy in a group way on the mindfulness and interpersonal skills of female students with depression. 

The study was a semi–experimental study with pre–test and post–test with control group. The statistical population of the study consisted of all female students of Islamic Azad University of Najafabad city (Isfahan province, Iran) who studied in the academic year of 2017–18. The target group was selected through a Beck depression inventory in a targeted sampling method and was replaced in two experimental groups (n=15) and control (n=15). The experimental group was in dialectical behavioral therapy for 8 sessions of 90 minutes. The Beck depression scale (1961) with a reliability coefficient of 0.86, the five–factor mindfulness scale, Baer et al. (2006) with a reliability coefficient of 0.92, and interpersonal skills scale (2004) with a reliability coefficient of 0.71, were used to collect the data. For both groups, pre–test and post–test were used. Data were analyzed using covariance analysis at a significance level of p<0.05. In order to study the assumptions of covariance analysis, Levine test was used to examine the equality of error of variance in two groups. 

Results of homogeneity of variances showed that Levin's test was significantly more than 0.05 in mindfulness scores, and interpersonal skills. According to this assumption, the homogeneity of error variances in the studied groups realized. Regression line tilt homogeneity also supports non–significant interaction of conditions and pre–test. Results showed that dialectical behavioral therapy was effective in improving mindfulness (p=0.018) of female students with depression but did not affect their interpersonal skills improvement. In addition, dialectical behavioral therapy was applied to all subscales of mindfulness including observation (p=0.027), alertness (p=0.008), description (p=0.006), and non–reactivity (p=0.033) and Non–judgmental (p=0.04) and it was effective.

Based on findings of this study, dialectical behavioral therapy could be used to improve the mindfulness of female students with depression, but they have not been effective in improving their interpersonal skills. Therefore, this intervention could be used as an effective treatment for the improvement of depression symptoms and help improve the condition of people with depression.

Neurological overdose is a psychological disorder characterized by extreme eating disorders and inappropriate compensatory behaviors to prevent weight gain. Having mental disorders, including nervous overcrowding is considered a crisis for the whole family. Among the aspects affected by this crisis, marital satisfaction and marital boredom require special attention. Several approaches have been proposed to treat and correct inefficient beliefs, one of which is schema therapy. The schema therapy developed by Yang et al (1990 –1990) is a modern and integrated therapy. The schema therapy provides a framework that recognizes behaviors and interpersonal interactions associated with eating pathology in a specific way. The schema–based model for eating disorders, including nerve birth, suggests that compensatory processes and schemes play a central role in eating disorders. Therefore, the aim of this study was to determine the effectiveness of group schematic therapy on increasing marital satisfaction and reducing marital burning in women with bulimia.

This study designed as a quasi–experimental pre–test and post–test with control group. The study population was women (18–40) with neurological overcharge who had referred to the weight gain/loss and diabetes clinic in Tehran (capital city of Iran) and were exposed to medical nutritional interventions. Totally, 68 people were diagnosed to be affected by extreme eating disorder. These people at least once a month reported compassionate behaviors such as deliberate vomiting, the arbitrary use of diarrhea and urinary tract medication and extreme sports. To this end, 40 people were selected by available sampling method from the people who referred to the Obstetrics and Gynecologic Clinic, and randomly 20 subjects divided in the experimental group and 20 in the control group. Anrich’s marital satisfaction questionnaire and Paynes's burnout married scale (CBM) was completed. The experimental group was trained the schema therapy program for 10 sessions 2 hours per week, while the control group did not receive any training in this period. After the end of the sessions, Anrich’s marital satisfaction questionnaire and Paynes's burnout married scale were performed for the second time in two groups as post–test. Eventually, data were analyzed using descriptive statistics, multivariate covariance analysis with SPSS16 software.

The results of multivariate analysis showed that by controlling the effect of pre–test scores, the mean score of total marital boredom of the experimental group in the posttest stage was significantly lower than the mean score of marital burnout in the control group (p<0/05). In addition, results of  multivariate covariance analysis showed that by controlling the effect of pre–test scores, the mean total score of marital satisfaction in the experimental group was significantly higher in the experimental group than the mean marital satisfaction scores in the control group (p<0.05). 

Considering results of the research obtained, it may be stated that schema therapy has been led to reduction in marital burnout and increased marital satisfaction and its subcomponent in women affected by nervous bulimia.

heart disease is caused by stenosis and coronary artery disease, is a health problem in developing and developing countries, and is one of the leading causes of death in the world, including Iran. Coronary heart disease (CHD) is among the diseases affected by psychological factors. Recently, role of disease perception has been taken into account on the life quality of people with chronic diseases. The concept of perceived illness is organized cognitive representation of the patient. One of the factors influencing the life quality of patients is self–efficacy during researches on different patients, which refers to the ability of a person to perform their caring behaviors in specific circumstances. Self–efficacy is considered as an important predictor of behavior that it acts as an independent part of a person's basic skills. Of course, it should be noted that the role of self–efficacy in initiating and maintaining health behaviors is illustrated by several studies in other subjects. Holistic philosophy about health emphasizes on the unity of various human dimensions. From the perspective, diseases are result of an irregular in physical, psychological and environmental dimensions. Therefore, all dimensions integrate and work together such as health types including physical, social and emotional health. Several studies have been carried out on the identification of risk factors for cardiovascular disease. The treatment that emphasis in this study was metacognitive therapy. The metacognitive therapy approach describes the cognitive and metacognitive factors of the underlying and continuing perspectives of psychological disorders and emotional vulnerabilities. The aim of this study was to investigate the effect of metacognitive therapy on general health, self–efficacy and perception of disease in cardiovascular patients

In this study, 30 patients were selected through purposeful sampling. Then, 15 patients were randomly assigned to the experimental group and 15 to the control group. The questionnaires included general health questionnaire, self–efficacy and perception of the disease. Data were collected before and after the implementation of 8 sessions of treatment and analyzed by SPSS 21 software and by covariance analysis.

Mean and standard deviation of pretest scores in the experimental group in the general health, self–efficacy and perceived disease variables were 63.67, 2.14, 54.8, 6.1, 54.2 and 71.7 respectively. The post–test was 46.45, 23.2, 66.13, 58.9, 58.46 and 12.28 respectively. In addition, the pre–test score in the control group was 62.22, 2.71, 64.06, 4.84, 39.26, 4.99 and 63.41 after test, 2.71, 65.73, 41.4, 40.38 and 65.2. The results of covariance analysis indicated that treatment significantly decreased anxiety and depression in general health, increased autoimmunity and perceived illness (p<0.001).

As a result, metacognitive therapy could be an effective treatment for general health, self–efficacy and modulation of perception of disease in patients with coronary artery disease.

Obsessive-compulsive disorder is a common psychological disorder that causes severe disruption in personal life. Common treatments for obsessive-compulsive disorder include pharmacotherapy, cognitive therapy, and behavioral therapy. Much experimental evidence suggests that Exposure and Response Prevention (ERP) therapy is at the forefront of the treatments of patients with obsessive-compulsive disorder. Some researchers believe that exposure and Response Prevention therapy requires alternative or complementary approaches. One of the newest of these integrated approaches is the paradoxical time table therapy. An approach that incorporates systemic, behavioral, and analytical aspects into treatment can be an appropriate approach for all disorders, including anxiety and obsessive-compulsive disorder. This study aimed to compare the effectiveness of Paradoxical Time Table Therapy, Exposure and Response Prevention therapy and pharmacotherapy on Reducing Symptoms in Patients with Obsessive-Compulsive Disorder.

In this research, the single-case experimental method used. The population of the present study was people with OCD who referred to the Aramesh Novin Clinic in Tehran, who had an active case in the spring of 2019. Among these, three patients received exposure and prevention of response therapy; three patients received pharmacotherapy with one of the serotonin reuptake inhibitors, and three patients received paradoxical time table therapy. The sample of this study selected among purposive sampling. Exposure and Response Prevention Therapy consists of 17 sessions presented by Foa, Yadin, and Lichner (2012) for patients with obsessive-compulsive disorder. The paradoxical time table therapy consists of six therapeutic sessions consisting of two basic paradoxical techniques and a time table. Yale-Brown Obsessive-Compulsive Scale used for collecting data. Chart analysis, reliable change index, clinical significance and Improvement percentage of paradoxical time table used for data analysis.

The results showed that in the paradoxical time table group, considering that the reliability index values were higher than the criterion value of 1. 96, it can be concluded that the results were not due to measurement error and unreliability of the test and they were the result of therapeutic intervention. Notably, a significant amount remained after the intervention, and it indicated that the paradoxical time table therapy maintained its consistency of reducing the symptoms in all three subjects at the follow-up phase. In the first, second, and third subject, the reliability index values were higher than the criterion value of 1. 96, so ERP therapy was effective in reducing OCD. The effectiveness of ERP therapy retained its significant effect on reducing obsessive-compulsive disorder in the follow-up phase for the first, second, and third subjects. In pharmacotherapy, reliability index values indicated that this method has not been effective in reducing the obsessive-compulsive disorder symptoms in these subjects. However, this intervention was effective for subject number 2 and reduced his obsessive-compulsive disorder symptoms initially, but lost its effectiveness in the follow-up phase. Regarding the reliability index and improvement percentage, the paradoxical time table therapy was significantly more effective than the exposure and response prevention therapy and pharmacotherapy in reducing symptoms of obsessive compulsive disorder.

Regarding the effectiveness of both paradoxical time table therapy and exposure and response prevention therapy in compare to pharmacotherapy, it can be said both of these approaches can be well target source of obsessive-compulsive disorder the communication between cue and anxiety. Paradoxical time table therapy can have a more significant impact because it increases the power of ego as well as disrupts communication between cue and anxiety, and it changes their meaning well. By the way, pharmacotherapy has a different mechanism of action and cannot target the underlying causes of obsessive-compulsive disorder. This intervention can eliminate the symptoms by the only effect at reducing anxiety. However, once the pharmacotherapy is discontinued, the link between cue and anxiety will return.

Autism Spectrum Disorders (ASD) is a range of mental disorders of the neurodevelopmental type. Individuals on the spectrum often experience difficulties with social communication and interaction; and restricted, repetitive patterns of behavior, interests or activities. Autism spectrum disorders include a wide variety of characteristics. Some of these include behavioral symptoms which widely range from slow development of social and learning skills to difficulties creating connections with other people. Other behavioral characteristics include abnormal responses to sensations including sights, sounds, touch, and smell, and problems keeping a consistent speech rhythm. These problems displayed by those with autism spectrum disorders typically influence development, language, and social competence. Game-based interventions that involves technology have shown to facilitate motivation and learning process in children with autism spectrum disorders. There are no definitive statistics on the prevalence of gaming among autistic children, but it has been found that 41.4% of children and adolescents with autism spectrum disorder spend the majority of their free time playing video games versus 18% of youths in the general population. These numbers underscore the importance of taking a look at the amount of time spent on video games by autistic gamers and paying attention to any potential side effects. Video game addiction and excessive time spent playing games can result in health and behavioral issues, such as sleep deprivation, lack of exercise, irritableness, and several other problems. On the other hand, video games are viewed as a safe space by some autistic people, in addition to their behavioral and entertainment value. This study aimed to determine the effect of video games on the behavior of children with an autism spectrum disorder.

The research method was semi-experimental with pre-test-post-test design with two experimental and control group. The statistical population consisted of all children aged 7-15 years old with autism in Arak city in 2018, of which 30 selected using an available sampling method. They randomly assigned to experimental and control groups. The experimental group participated in the video game witch names Minecraft during the fifteen weeks (2 sessions each) and each session for 1 hour and no intervention performed in the control group. The research tool was the Rutter Behavioral Assessment (Parent Form). Data were analyzed using covariance analysis by SPSS-23 software.

Testing the hypothesis of the research, about the effectiveness of video games on the behavior of children with an autism spectrum disorder, showed that performing video games could have a significant effect (p=0.002) on improving the behaviors of children with autism spectrum dysfunction.

Based on the findings, performing video games improves the behavior of children with autism spectrum disorder. Therefore, video games are recommended for these children.

Depression is the most common psychiatric disorder that has been increasing over the past fifty years and is considered the most common cause of hospitalization. Mainly, depressed people are self–assimilated and self–assertive, attention is paid to the positive effects of religion and spirituality is essential in the prevention and treatment of mental disorders. The present study aimed to investigate the effect of religious–spiritual approaches on decreasing depression syndromes in Iran using a meta–analysis model.

This research was a review study. The statistical population consisted of theses and research published in scientific and research journals that have been conducted over the past twelve years (2004–2015) in the field of spirituality and religion–based depression approaches in Iran. In this research, 13 articles that had criteria for entry, and they had an adequate sample size and methodologically. Sources of research in the present study consisted of Master's and Ph.D. thesis of Universities, scientific–research journals in the field of psychology, information resources of the Jihad University, and documents center of Iran. The search keywords included treatment, psychotherapy, intervention, psychotherapy, education, counseling, spirituality, spiritual, religious, depressed, and depression. Including criteria for the meta–analysis were experimental and quasi–experimental research; with at least one experimental group; measurement tools were sufficient reliability and validity; the topic of research had religion–based approaches and spirituality in depression; the study conducted in the form of group research; in–person intervention (without internet and telephone). A content analysis checklist was used to selected research papers with inclusion criteria and extracting the necessary information to perform their meta–analysis. The checklist included the following components: title of research on depression, full details of the executives, had study year, implementation of the study, hypotheses, data collection tools, statistical population and sample size. A significance level of tests that used in this research was performed based on Kuhn's meta–analysis steps. The data was analyses by CMA2 software.

The best estimate for impact of spirituality and religion–based approaches on depression was 0.48, which was roughly high according to the Cohen's (1988) coefficient of interpretation (spirituality–based approaches and religion had a modest effect on depression).

Discrepancies are effective interventions to reduce depression; it seems that a meta–analysis will help clarify the actual impact of interventions on depression symptoms and will determine the degree of effectiveness. Overall, the results of this study showed that spiritual and behavioral therapies could be effective in reducing the symptoms of depression, but a closer examination of the study revealed the basic difficulties in reporting and the quality of their performance. It seems that conducting accurate research based on the theoretical, scientific background, using authoritative sources related to the teachings, concepts of religion, Islamic culture treatment of depression is essential. It is necessary to study on validity and effectiveness of the procedure and to compare its efficacy with standard golden treatment. It can be said that multi–drug therapy needs to design to Iranian–culture that can increase the effectiveness of secular remedies on Iranian society. Based on these findings, therapists could select and execute treatment patterns appropriate to the problems encountered, and to achieve better and more reliable outcomes.

As a complex phenomenon, menopause is accompanied by simultaneous biological, psychic and social changes in life. Attachment styles have critical role in determining the way a woman behave to her body. Researches have shown that there is a relation between unsecure attachment and somatization. They are more vulnerable and tolerate more anxiety. Most of them use psychical mechanism to reduce their anxiety. Moreover, reduction of sexual desire is one of the widespread symptoms of menopause that is related to attachment styles, too. Sex guiltiness is the most important reason of reduction in sexual desire in women and it is related to somatization. Therefore, this study was conducted to investigate the relation between severity of menopausal symptoms with attachment styles based on the mediation role of defense mechanism and sex guiltiness feel. 

According to Morgan table, 388 individuals was participated to study, menopause women ranging from 45 to 65 years old in the city of Mashhad (Khorasan Razavi province, Northeast of Iran). They were selected by using convenience sampling. Inclusion criteria included to be in menopausal period, consent to participate in research, between 45 to 65 years old, Mashhad inhabitant, at least elementary literacy, no background of chronic psychical or physical disease, hysterectomy or artificial menopause and not using replacement therapy like hormone therapy. For data collection, different questionnaire including that of Greene questionnaire of severity of menopausal symptoms, Hazan and Shaver's adult attachment style, Andrews' defense style and Mosher's sex guilt were used. These questionnaires were spread in parks and recreation centers of five main districts of Mashhad. Mean, standard deviation and Pearson correlation accounted by the use of SPSS Ver.21 and data were analyzed by using path analysis in Lisrel software.  

Correlation between severity of menopausal symptoms, attachment styles, defense mechanisms and sex guilt were significant (p<0.01). In another words, with an increase in severity score of menopausal symptoms, participant’s scores in sex guilt, immature and neurotic defense mechanism, avoidant, and ambivalence attachment styles were augmented. Fitness parameters of path analysis indicated that the model was generally fitted. The results of path analysis also showed that insecure attachment styles (avoidant and ambivalent) through sex guilt, immature and neurotic defense mechanism, can affect the severity of menopausal symptoms. The effect of avoidant attachment on severity of menopausal symptoms was 0.23, through sex guiltiness feel was 0.26 and through immature and neurotic defense mechanism was 0.24 and they were significant (p<0.01). The effect of ambivalent attachment on severity of menopausal symptoms was 0.18, through sex guilt was 0.21 and through immature and neurotic defense mechanism was 0.20 and they were significant, too (p<0.01). Women with avoidant or ambivalent attachments experience more severe symptoms. In addition, women with high score in menopausal symptoms scale, have higher score in immature and neurotic defense mechanism and sex guilt. 

According to findings, conceptual model of the research confirmed and the results of path analysis, indicated that insecure attachment styles (avoidant and ambivalence) with more sex guilt and by the use of immature and neurotic defense mechanisms, affect the severity of menopausal symptoms. Thus, effects and relations of attachment styles on the severity of menopausal symptoms are mediated by sex guilt and defense mechanism. Insecure women experience more anxiety, therefore they use more immature and neurotic defense mechanism that it results in the increase of severity of menopausal symptoms. Moreover, when women feel sexual guilt, it also may cause the increase in severity of menopausal symptoms.

Autism spectrum disorders are a neurological disorder that is a clear sign of failure in communicating with behaviors, interests and stereotypical activities. The degree of family adaptation to the stress of having such children is different and studies on the stressors in the lives of children parents with autism indicate that parents have more stress. Stress coping styles is one of the most influential personal that influences on family stress. Those parents of children with autism who use positive styles of coping with stress (such as problem-based coping and positive assessment), reduce negative outcomes and increase positive outcomes, while using coping negative styles (such as a counter-focus on excitement and avoidance coping) is associated with increasing negative outcomes. Autism spectrum disorders due to restrictions on the child can cause many problems in the care of the child. On the other hand, families with these children tolerate a lot of stress. This study aimed of determining the role of the mediator of perceived stress among relation coping style of problem-oriented stress with family adaptive in the family of children with autism.

The correlation research method was based on the structural equation modelling method. The statistical population consisted of families with autism children in the autism association of Tehran (capital city of Iran). A total of 360 samples selected by available sampling method. The instruments for collecting were Cohen et al., (1983) perceived stress questionnaire, Billings and Moos (1984) coping style questionnaire, and Olson, et al Family adaptability (1985). To analyze the obtained data, descriptive statistics including mean and standard deviations and inferential statistics of Pearson correlation and regression equations used in the probability of 0.05 with SPSS-18 and AMOS-23 software.

There was a significant direct correlation between the coping style of problem-oriented stress with family adaptive of children with autism (p<0.001, β=0.21) and there was a significant negative correlation between parental perceived stress with family adaptive of children with autism (p<0.001, β=-0.38). In addition, parental perceived stress played a mediator role in the relationship between the problem-oriented coping styles with family adaptive.

Based on the findings of this study, it can be concluded that parental perceived stress and coping style of problem-oriented stress was effective in family adaptive of children with autism. According to the results of this study, the parents of children with autism use problem-oriented coping styles and more emotional styles than mothers with normal children are.

Due to the critical period of adolescence and disorders that can affect this period, family support and play an important role in promoting or reducing mental health in adolescents. Because the growth and behavior of affected individuals is the type of family in which they live, children in the family, in interaction with others, learn communication skills, interpret the behavior of others and feelings experience. The inadequate performance of family and parent due to separation or death can lead to the teenager's participation in high–risk behaviors, mental health problems and increased psychiatric disorders. The rupture of the family as well as other factors in Iranian society has left many families with child abandonment. Parental mismatches and divorced increased the psychological vulnerability of children. One of the obstacles to the presence of these children in the community is the society's view of this kind of children, the viewpoint and the attitude that lies in schools and in the surroundings with unaccompanied children can be in the growth and enhancement of the personality or vice versa, in order to reduce self–esteem and escape. The child will be affected in the future. Earlier research has shown that emotional problems and types of mental disorders have a high percentage in adolescents who are mentally ill and overweight in Iran and various communities. Emotional problems also have a direct relationship with psychological flexibility. Psychological flexibility is defined as the ability to perform practical now in accordance with personal values. Teens throughout the course of their lives face chronic and acute needs that can be unpleasantly influenced by their physical and psychological health, so individuals must be equipped with psychological flexibility. Psychological flexibility means creating the ability to make practical choices. It is more appropriate than the various options, rather than doing things that are only disturbing to avoid thoughts, feelings, memories or desires. Regarding the above mentioned the importance of studies in the field of children with impaired caregivers and identifying their psychological characteristics, this study aimed to compare the psychological flexibility of ordinary adolescents with adolescent boys and nurses who were kept in centers under the supervision of welfare Kerman city.  

The current study was a comparative and causal study. The statistical population of this study was all adolescents (13 to 18 years old) who were nulliparous and unprotected and held in centers under the supervision of welfare and normal adolescents in Kerman (Kerman province, South of Iran). Using purposeful sampling, 80 adolescent in well–being care centers selected as well as 80 normal children (in high school) through targeted sampling. Data collection tools were Bond and associates (2011) psychological flexibility questionnaire. Data were analyzed using multivariate test and independent T–test.

T–test showed that the difference between the two groups was significant in cognitive flexibility (p<0.001). Thus, unprotected and unprotected adolescents have less cognitive flexibility than their normal husbands do.

The results of this study highlight the role of psychological variables such as cognitive flexibility in adolescents who are not at risk and the need for using new psychotherapy methods to increase it. The results showed that unprotected and unprotected adolescents, in comparison with their normal counterparts, obtained a penny scores in cognitive resilience. Identification of common risk factors among cognitive impairments among adolescents is of particular importance. In recent years, much attention has been paid to the psychological inflexibility as a pathologic factor of various types of mental disorders. It is suggested to use psychiatric courses in order to increase the psychosocial flexibility of the mentally ill adolescents.

Having social skills and good behavior play crucial role to have useful function in life. These skills make us to know what should we say, how to choose best choice and how to behave in different situation. At the same time comprehending ourselves and understanding others is essential to have effective social interactions. Therefore successful social relationship require to have special mechanism to understand others internal states and to process others` mental states. Theory of mind is a qualification to perceive the social environment and is essential to engage in competitive behavior and has been defined as an ability to understand what other think and feel and responding others` emotional signals appropriately. Recent studies mostly survey the effect of training of Theory of mind on improvement of adaptive behavior, communications and social skills of different group of exceptional students and sometimes observed contradictory consequence. Problem in reading or dyslexia is one of the specific learning disability (SLD) that is the most significant factor in failure at school. Incidence rate of this disorder among schoolchildren has been reported between 3 to 17.5 percent. More than 50 percent of people with SLD has behavioral, emotional and social problems. Therefore the goal of this study was to survey the effectiveness of training theory of mind on social skills and behavioral problems in SLD with impairment in reading or dyslexia students. 

The research was experimental with pre–test, post–test experimental and control groups. The statistical population included primary dyslexic students in Rasht (2016–2017) (North of Iran) who had been referred to learning problems center. Among these students, thirty students were randomly selected as experimental and control groups. To evaluate children's intelligence, an IQ test was used which was validated through 0.95 for the total intelligence, 0.95 for verbal intelligence, and 0.91 for practical intelligence. To diagnose reading disorder, the Noma diagnostic reading test, which standardized by Koromi and Moradi, was used. The alpha coefficient of this test is 0.82. Gersham and Elliott (1990) has been used to assess social skills and behavioral problems. The reliability of this scale in the study was 0.86 for social skills, 0.76 for cooperation, 0.72 for determination and 0.86 for self–restraint. This scale was applied to both groups before and after training. Participants of the experimental group received theory of mind training during twelve sessions and each session was sixty minutes. Data were analyzed by analysis of variance and SPSS version 23 software. 

The mean and standard deviation of the experimental group before training for social skills were 47.00 ± 3.93 and for behavioral problems, 43.7 ± 5.21 respectively. These values after theory of mind training, for social skills are 68.2 ± 5.57, and for behavioral problems 31.5 ± 5.96. While these indicators did not change for the control group in both variables before and after education. Results analysis of variance of post–test scores on social skills scale showed a significant difference between groups (p<0.001). 

Theory of mind training increases social skills and decreases behavioral problems in SLD with impairment in reading or dyslexia students.

Providing elder-friendly health care centers is serious for multidimensional health promotion of the elderly. Iranian society encounter with elderly overpopulation in comparison with the whole population of society, during the coming years. The aim of the present research is to study the significant factors of such a health care centers from elders’ viewpoints besides their expectations and lived experiences from these centers. Elders’ welfare is an important affair, which should be obtained through planning for future health services.

Qualitative methodology was used in this research. In order to understand participants’ lived-experience through analyzing their interviews, the “phenomenology” was applied as a proper method during the study. Collecting data is through purposeful sampling and deep semi-structured interviews with 30 elders above 65 years old. For purposeful sampling, the participants were selected with recognition to these factors: elders above 65 years old who wanted to participate the face-to-face interview with the researcher, they also have to be able to express their lived experience. Any cognitive difficulties, psychosis, and any severe or emergent disease were important filters during the process of participant selection. In fact, they have to lack all of the mentioned difficulties. Another important factor for purposeful sampling in this research was that the participants should had the experience of attendance at medical centers. Maximum variation interms of gender and social class was applied among participants. Then, thematic analysis was used to analyze data extracted from face to face interviews with participants.

Results showed that elder-friendly health centers had two significant indicators from elders’ viewpoints: “protective environment” and “attentive environment”. The protective environment includes “information protection”, “legal protection”, “service protection”, “emotional protection”, “security protection”, “physical protection”, “environmental protection”, and “social protection”. Interms of information protection, adults concentrate on promotion of sanitation information, education of self-caring, and updating caring staffs’ information. Elders who were interviewed during the study believed that extending the quality of medical services, protecting patients’ security and supplying rehabilitation equipment were part of their protective needs. From their point of view, emotional protection such as empathy, sympathy, stress deduction during important surgeries, and security protection especially wholly insurance, treatment expense deduction and equal welfare attainments are part of their protection needs. Besides the important factors mentioned above, participants referred to factors such as treatment environments and easy arrive to medical centers as part of their environmental protection needs. Attentive environment also contains sanitation security, health promotion, medical accuracy and active answering.

Recognizing needs of elders and their viewpoints as patient stratum of society is an important affair for new policymaking in health system. Therefore, the health system must be attentive to elder-oriented services because of their needs and expectations. Understanding elders’ sanitation and health care needs and framing a practical plan for caring them would be helpful in the process of elders’ health treatment.

Oppositional defiant disorder (ODD) is one of the most common psychiatric disorders in childhood. The disorder is one of the most important disorders referral to mental health clinics in children and adolescents, and it will be appeared as a pattern of irritable/ rebellious temperament, oppositional/ controversial behavior and implacability with at least four distinctive symptoms that lasts for at least six months. Oppositional defiant disorder puts children’s adaptation in critical situations and is considered as a serious challenge for the family and the educational environment. Adaptation refers to an attempt to control potentially stressful situations and is a method by which the person has adapted himself with the environment and conversely and grows with it. It also helps to strengthen mental and psychological health and help in useful choices. On the other hand, acceptance and commitment therapy is one of the mindfulness and acceptance-based behavioral therapies which its effectiveness has been known in a wide range of clinical situations. The purpose of this study was to determine the effectiveness of acceptance and commitment therapy group treatment on the adaptation rate of male students with ODD. 

The research design was a quasi-experimental design with pretest, and posttest with control group. In order to evaluate the effectiveness of group treatment, acceptance and commitment therapy was based on adaptation rate of 8-12 years old students with ODD. The statistical population of this study consisted of all the primary students of Tonekabon city (North of Iran) in the academic year 2017-2018. The statistical sample of this study consists of 30 students with ODD that were selected in the convenient method, were randomly assigned into two experimental and control groups. The data collection tools consisted of an adjustment inventory of elementary students and rating scale of ODD. The training session’s program was arranged in eight 45-minute sessions based on the treatment plan driven from the therapeutic sessions of solution-focused approach. The training sessions and practical exercises were applied two days a week for eight sessions with relatively familiar content in a simple language for participants. The researcher developed a step-by-step training on weekly assignments and regular exercises. We used the descriptive statistics method to answer the research hypotheses including: frequency, percentage and cumulative frequency, mean and standard deviation and in order to determine real data, we used Kolmogorov-Smirnov test and Analyze of Covariance test with SPSS-22 was used in a significant level. 

The descriptive statistic indicators related to the individual characteristics of participants showed that there was no significant difference between the research variables in the experimental and control groups in the pre-test. The results of Kolmogorov-Smirnov test showed that the data obtained in both the experimental, control groups in the pre-test and post-test phases had normal distribution (p>0.05), and the possibility of using parametric tests was given to the researcher. The results of covariance analysis indicated 8 sessions of acceptance and commitment therapy group treatment could increase the adaptation (p≤0.001), emotional adaptation (p≤0.001) and educational adaptation (p≤0.001) in students with ODD. 

According to the results, 8 weeks of acceptance and commitment therapy group treatment could increase the adaptation of male students with ODD, so acceptance and commitment therapy group treatment can be used as an effective therapeutic approach to increase the adaptation of students with ODD. Based on these findings, it can be concluded that acceptance and commitment therapy has enabled students to use the components such as acceptance, dissonance, association with the present, themselves as fields, values, and the identifying the commitment to inappropriate activities and impenetrable impulsivity and making adaptive behaviors consistent with emotional and social situations.

One of the most critical periods of life is marriage. The family is the first founder of personality, values and intellectual criteria, which plays an important role in determining the future, lifestyle, ethics, health and mental health of the individual. 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 through different ways of parenting. Each family uses a particular 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 kindness, being involved, age-old requests and supervision) make changes in how the child responds to the effects of parents. In general, several scholars have devised four basic parenting approaches based on two main indicators: parenting love (parental responsiveness) and parental control (parental hardening), which include authoritative, lucid and neglected parenting styles. Studies have argued that marital problems are rising and divorce has increased. Therefore, researchers should consider factors related to marital adjustment. Studies have shown that coping strategies, parenting, and early maladaptive schemas are related to marital adjustment. Although most studies have shown the relationship between marital adjustments, coping strategies, parenting and early maladaptive schemas; but has not been explained a statistical model for predicting marital adjustment with respect to coping strategies, parenting and early maladaptive schemas. Therefore, 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 (North of Iran) in 2017. According to the estimates, 570 (50% female) samples were 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 a 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<0.001). In addition, there was a positive and significant correlation between marital adjustment, regeneration strategy and parenting (p<0.001), but there was a negative correlation between marital adjustment and disconnection/rejection schema (p<0.001). The results of structured modeling of path analysis showed that parenting styles with 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 impaired limits schema in explaining marital adjustment.

Heart disease is one of the main causes of mortality in the world. Various biotic factors, including abnormal levels of fatty acids in the blood, increased levels of bad cholesterol or low levels of lipoprotein cholesterol, hypertension, smoking, lack of physical activity or exercise, overweight, aging, family history early heartbeat coronary heart disease, makes people susceptible to heart disease. However, several studies have shown that these factors alone do not play a determining role in the development of these diseases, but psychological factors and personality factors also have a significant impact on the disease. In Iran, cardiovascular disease is the most common cause of death (about 64%). Since this is a mental illness, it is necessary to consider the combination of biological and psychological factors in the study of its effective factors. Importance of psychological factors in the development of heart disease has been proved and there has been little research in Iran in this regard. Therefore, the purpose of this study was to predict perceived stress based on activating and disabling systems of personality traits and behaviors.

The research method was correlation–prediction type. The statistical population of this study was cardiac patients admitted to cardiac department of Heart, Shariati and Naft hospitals, in 2018, which were selected by available method for 150 patients with heart disease. Perception questionnaire Cohen et al. (1983), Carver and White's (1994) and Neo (1992) multifaceted personality–based systems of inhibition/activation were distributed among patients. After performing the research and collecting, the necessary data to verify the hypothesis the research method was Pearson correlation test and multiple regression analysis.

Pearson correlation between perceived stress and behavioural activation systems and behavioural systems in cardiac patients was positive and significant. Correlation coefficient between perceived stress and neuroticism was positive and with negative dimensions of extroversion and openness, but there was no significant relationship between the other two dimensions of perceived stress. The result of regression showed that the multivariate correlation coefficient between predictor and criterion variables was equal to 0.44. This correlation coefficient resulted in a coefficient of 0.41. The adjusted adjustment coefficient equalled 0.39.

The results of the research showed that about 39% of changes in the dependent variable (perceived stress) were predictable through the dimensions of the personality and the activating and inhibiting systems of behaviour. The result of the current research suggests that importance of personality dimensions and activating and inhibiting systems in predicting perceived stress in cardiac patients. High magnitude of the determination coefficient indicated the importance of these factors, suggesting that therapists and counsellors should consider these predictors of perceived stress to be rehabilitated to patients. The result of this study, in particular, supports role of the effect of behavioural inhibition system in predicting perceived stress, which is essential for the rehabilitation of these patients as an intervening factor in the treatment of anxiety and stress in cardiac patients.

Puberty is one of the most important stages in life that a person faces with various physical and mental changes and requires training. This issue is especially important for adolescents with high–functioning autism (HFA) disorder. Amplification social skills and enhancing sexual knowledge for this group of teens will have an important role in acceptance by others and reducing the sexual abuse of these teenagers. The purpose of this study was to investigate the effect of Kate Ripley program on increasing social skills and sexual knowledge in boy teens with High–functioning Autism (HFA) disorder. 

The present study was a single case study of type A–B–A. The statistical population included all adolescents with HFA in Yazd city (Center of Iran) and the subjects of this study were three 13–year–old boys with HFA disorder that selected by purposive sampling method. The social skills improvement system (SSIS) were used to assess social skills and in order to study sexual knowledge a questionnaire that was designed by the researchers was applied. The SSIS questionnaire prepared by Gersham and Elliot (2008) and contains 79 questions, with answers "never, rarely, often, and always", which are graded in the order of 0,1,2,3. The questionnaire consists of two sections of social skills and behavioral problems. A sexual knowledge questionnaire has 39 questions that includes five sub–scales (knowledge of physiology, sexual issues, pregnancy physiology, sexually transmitted diseases and gender identity). Answers to the questions are in the form of three options: "correct", "false" and "I do not know" and each correct answer scored one. Concerning the reliability of the questionnaires in relation to the SSIS questionnaire, the Cronbach alpha was 0.83 and the correlation coefficient in the test–retest was 0.89. In relation to the Sexual Knowledge Questionnaire, the correlation coefficient in the test–retest was 0.91 and the internal consistency was 0.82 using the Kuder–Richardson method. Findings of the research were analyzed through based on visual analysis and descriptive statistics. A training program by Kate Ripley in 2014 on adolescents with HFA disorder has been developed. The program consists of two parts and 30 sessions and topics. After translating the program and verifying its content by five experts, the program was used.

Ripley's Kate program has been effective on improved social skills with PND 83.34 for the first and third subjects and 66.66 for the second subject and increase sexual knowledge with a PND of 1.0 for the first subject and 83.34 for the second and third subjects and in relation to all three subjects, the scores in the post–intervention phase are upward as before the intervention. In relation to social skills, the scores of three subjects before intervention to after the interventions were equal to the first one was 62 to 87, the second one was 56 and 71, and the third was 63 to 87. In relation to sexual knowledge, the scores of subjects before intervention to after the intervention are equal to the first subject, 6 to 17, the second subject 7 to 21, and the third subject 2 to 11.

Kate Ripley's program, with structured content in the intervention program, could play an effective role in increasing the social skills and sexual knowledge of adolescents with HFA disorder and reducing their problems and further research on adolescents with autism disorder is essential.

Nowadays, cancer is one of the most important global health issues. Despite the many advances in the field of medical science cancer is still considered a serious disease and in many cases incurable. Today, many physicians and psychologists believe in the psychological and sociological aspects of physical health and consider the improvement of mental health to be an essential aspect of treatment. Therefore, the purpose of this study was to predict the psychological well–being of cancer patients based on perceived social support and stress–coping strategies.

We applied a correlational research design. The statistical population of the study included 230 cancer patients from Tehran’s Shohadaye Hospital (district 1) and Parsian Hospital (district 2) in 2017, selected through simple random sampling. The Reef Psychological Well–being Questionnaire (1984), Zimet’s Perceived Social Support Scale (1998) and Folkman and Lazarus’ Stress Tolerance Inventory (1985) were used to collect data. The data were analyzed using Pearson’s correlation and multiple regression.

The social support and coping strategy variables were significant predictors of psychological well–being (p<0.01). The results of the coefficient of determination also showed that about 17% of changes in the dependent variable (psychological well–being) can be determined through coping strategies and perceived social support.

Problem–oriented and emotional–focused coping strategies and social support can predict psychological well–being in people with cancer. We recommend using the findings of this research to improve and increase the psychological well–being of cancer patients in the form of short–term training courses in hospitals to help improve their stress–coping strategies.

Behavioral problems are divided into two major categories (internalized and externalized). Internalized behavioral problems are such as depression and anxiety, which are related to the individual's inner world and are associated with mental and emotional conflicts. External Behavioral problems include issues that are related to individual problems with others. In a more detailed division by Achenbach (2001), behavioral problems are classified into ten classes: anxiety, depression, physical complaints, social problems, problems of thinking, attention problems, breaking rule, aggressive behaviors, internalizing, and externalized. Most students who have behavioral problems, have negative feelings, and have no suitable interactions with others. In most cases, teachers and classmates reject them, and as a result, their educational opportunities are reduced. Research has shown in schools where students report school climate as desirable, and that they feel protected and respected at school, less victimization and aggression would occur. The school climate also affects psychological well–being over time and is inversely associated with behavioral problems, physical complaints, and the development of risky behaviors over time. The purpose of this study was to investigate the effect of psychosocial school climate on internalized and externalized behavioral problems in senior high school students in Isfahan, Iran.

The research method was correlational with structural equation modeling analysis. Participants were 506 students (240 boys and 266 girls) selected through random cluster sampling. They completed questionnaires of Achenback and Rescurla checklist behavior problems (2001) and psychosocial class climate (Fraser, Giddings and McRobbie, 1995). The data analyzed through Amos–23.

The results indicated the suitable fitness model to the data. According to results, psychosocial class climate had a significant effect on both internalized and externalized behavior problems (β=-0.50, p<0.001). It means having a cohesive and disciplined class besides less competition leads to less internalized and externalized problems.

Based on the results of this research improvement in psychosocial school climate is recommended for decreasing internalized and externalized behavioral problems in high school students.

Multiple sclerosis (MS) is a chronic autoimmune disease affecting the central nervous system with unknown causes. Beginning often in the late adolescence and early adult life. Prevalence among women is more than men is. MS can produce a wide variety of symptoms, including loss of function or feeling in limbs, loss of bowel or bladder control, sexual dysfunction, debilitating fatigue, blindness, loss of balance, pain, loss of cognitive functioning and emotional changes. Chronic illnesses like MS cause to increase stress levels. The belief that stress causes exacerbation is widespread among people with MS. Among the effective therapies for deduction of stress symptoms, cognitive–behavioral stress management approach has been successfully applies to combine stress reduction methods such as muscle relaxation, cognitive rehabilitation, effective copying training, and anger management. Therefore this studies aimed to review the effectiveness of cognitive–behavioral stress management training on reducing stress symptoms of women with Multiple Sclerosis (MS).

The design of this study was quasi–experimental with pre–test, post–test and control group. The study population consisted of all female MS patients who were member of Tehran MS associations in the year of 2017. The sample consisted of 30 patients, who were selected by volunteer sampling method and were placed by matching method in experimental and control groups. For collecting the data, stress symptoms inventory of Khorasani (designed in year 1998) was used. The experimental group was trained in cognitive–behavioral stress management approach, designed by Antoni, Ironson and Schneider in year 2007 and the control group received no intervention. The duration of the treatment sessions consisted of 8 sessions of 90 minutes, performed as a group once a week in the MS center. Research data were analyzed by repeated measurement 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 result showed that the distribution of data is normal. Levin Levin's findings also showed that the homogeneous assumption of covariance of data and the slope of regression was established. The mean of the stress symptoms variable for the experimental group in the pre–test was 184.47 which decreased in the post–test into 146.80 and in the follow up reached to 143.73 but there was no meaningful changes in control group. The mean of the physical stress symptom for experimental group in pre–test was 81.07 which reached in the post– test into 66.40 and in the follow up reached to 67 )p<0.001.( There was no significant changes in control group in 3 stages. The mean of the behavioral stress symptom for experimental group in pre–test was 42.27 which reached in the post– test into 37.47 and in the follow up reached to 36.60 (p<0.001). There was no significant changes in control group in 3 stages. The mean of the emotional stress symptom for experimental group in pre–test was 34.07, which reached in the post– test into 30.33 and in the follow up reached to 30.87. There was no significant changes in control group in 3 stages (p<0.001), but there was no significant changes in control group in 3 stages. The mean of the cognitive stress symptom for experimental group in pre–test was 27.07 which reached in the post–test into 22.80 and in the follow up reached to 22.60. There was no significant changes in control group in 3 stages (p<0.001). Result of Bonferroni correction showed there was significant difference in comparing mean of pre–test with post–test and pre–test with follow up in stress symptoms and its components. Based on the results of the repeated measurement analysis test, there was significant difference between the pre–test scores with post–test and follow up scores, therefore stress management training had a meaningful effect on the reduction of stress symptoms.

Trainings presented in form of stress management in a cognitive–behavioral approach have significant positive effects on the reduction of all stress symptoms of women with multiple sclerosis (MS). Therefore, it can be used as a useful intervention to reduce the stress symptoms of women with MS and benefit from it in educational and health centers.

Children with attention deficit hyperactivity disorder (ADHD) suffer from significant deficiencies in the acquisition and application of social skills. Weak social skills negatively affect their self–esteem and individual cognition, academic and social performance, and interpersonal relationships. Social Skills Training is an effective treatment for solving social problems among children. Therefore, the present research was conducted to examine the effectiveness of group social skills training on the improvement of social skills and its components in students with ADHD.

The study procedure was of quasi–experimental pretest–posttest design and follow–up was done with a control group. The statistical population consisted of 8–12 year–old male students with ADHD from Tehran in 2013–2014. Thirty–two of these students who had attended the Atiye Psychology Clinic were selected through convenience sampling and were randomly assigned to the experimental and control groups (16 in each). The measures used were the Child Behavior Checklist (Achenbach/1978) and the Social Skills Rating System–Parent form (Gresham and Elliot/1990). The experimental group underwent Social Skills Training in ten sessions (one hour each). However, no intervention was performed for the control group until the post–test was completed. Then, both groups responded to the Social Skills Rating System after the training sessions and again one month later. The data was analyzed using descriptive statistics (frequency, mean and standard deviation) and repeated measures analysis of variance (RMANOVA) using SPSS software at a significance level of 0.01.

Upon comparing the mean (±SD) pretest (19.68±3.73) and the mean (±SD) posttest (38.25±3.35) social skills scores in the experimental group, the results of the RMANOVA showed that the Total Social Skills Score and its components (cooperation, decisiveness and self–control –except for the responsibility component) had significantly increased in students with ADHD in comparison to the control group (p<0.001). This effect was still present one month after the intervention (p<0.001).

It was concluded that teaching social skills to students with ADHD can enhance their social skills and its components. Therefore, the development of social skills training programs and including these programs in the form of supplementary training can prove useful to these children.

Depression mood is a state of affliction and escape from activity or unconsciousness and reluctance, and can affect one's thoughts, feelings, health, and wellbeing. People with depression can feel discomfort, anxiety, emptiness, frustration, and helplessness, loss of life, embarrassment, or restlessness. They may lose their passion for performing activities that are once enjoyable for themselves, lose their appetite and focus, have difficulty remembering details and make decisions, deal with problems in their relationships, thinking to suicide, and intend or do it. Depression causes insomnia, excessive sleep, tiredness, and burning digestive problems, or reduced body energy in some cases. Emotional self–regulation or regulation of emotion is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. It can also be defined as extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. Emotion self–regulation belongs to the broader set of emotion–regulation processes, which includes the regulation of one's feelings and the regulation of other people's feelings. Low frustration tolerance (LFT), or "short–term hedonism" is a concept utilized to describe the inability to tolerate unpleasant feelings or stressful situations. It stems from the feeling that reality should be as wished that any frustration should be resolved quickly and easily. People with low frustration tolerance experience emotional disturbance when frustrations are not quickly resolved. Behaviors are then directed towards avoiding frustrating events, which, paradoxically, leads to increased frustration and even greater mental stress. This study aimed to explore the relationship of frustration tolerance, defect in cognitive regulation, and perceived stress with depression syndrome among central prison employees. 

The present research method was correlational. The population of this study was 120 personnel of employee in central prison that were chosen by random sampling. The questionnaire of perceived stress scale (PSS) of Cohen, Goldberg depression scale (GDS), cognitive emotion regulation of Granfaski, and frustration tolerance questionnaire distributed, and the PSS is the most widely used psychological instrument for measuring the perception of stress. It is a measure of the degree to which situations in one's life are appraised as stressful. Items were designed to how unpredictable, uncontrollable, and overloaded respondents find their lives. The scale also includes several direct queries about current levels of experienced stress. Granfaski developed the cognitive emotion regulation questionnaire in 2001. Hassani updated this questionnaire based on Iran's condition. Alpha Cronbach of this questionnaire in this research was 0.78. Harington developed a frustration tolerance questionnaire in 2005; he made this questionnaire by using Ellis's theory; Babareisi updated this questionnaire based on Iran's condition. Goldberg depression questionnaire used to help determine the need to see a mental health professional for diagnosis and treatment of depression or to monitor mood. Aminpoor updated this questionnaire based on Iran's condition. For analyzing data, we use descriptive statistical (Pearson correlation) and inferential statistics (step by step regression). The data was analyzed by SPSS 21. 

There was a meaningful correlation between depression and perceived stress (r=0.37, p<0.001). In addition, results showed there was negative correlation between frustration tolerance (r=0.034, p<0.001) and cognitive regulation (r=0.28, p<0.001). The result of step by step regression showed that perceived stress and frustration tolerance could predict depression.

Regard to the correlation between frustration tolerances perceived stress and cognitive emotion regulation with depression, attention to these advised to all of the professions in this field.

Developmental coordination disorder (DCD) affects 5–6% of school–aged children. Abrupt determination and adopt a supportive strategy is necessarily. DCD not only influences in daily activities and educational function but also associated with poorer physical health, fitness, psychological and social outcomes. The aim of this study was to compare the effect of different types of selected training programs (physical, mental and compound) to investigate the best intervention method in order to improve perceived motor competence in 9–10–year–old children with developmental coordination disorder.

This study was an experimental, pre and post–test study with control group design. According to developmental coordination disorder questionnaire (DCDQ–07) and movement assessment battery for children second edition (MABC–2), 55 school age (9–10–year–old) boys diagnosed to have developmental coordination disorder. The children were randomly grouped in four experimental groups, 3 training interventions groups (physical, mental and compound) (n=14) and the control group (n=13). Visual vividness and physical self–perception determined by visual vividness questionnaire (VVQ) and Harter scale respectively. Training programs involved 24 sessions of 45 minutes for each of them. The programs consist of selected physical, mental and compound trainings, which respectively conducted in groups and individually. Compound group was given different training order in turn (physical+mental and vice versa) and control group was not assigned to any intervention. In order to modify cognitive and arousal effects induced by training order counterbalance method was recruited. All measures were administered pre and post an 8–week, 3 times a week to identify the changes in physical self–perception associated with trainings. To detect differences between the pre– and post–test, after making sure of normal distribution of data utilizing Shapiro–Wilks normality test and Levene’s test, Ancova and paired sample T–Test were conducted to calculate equality of variances and Post hoc comparisons were followed by Bonfrroni test (set at 0.05). Effect size was calculated to determine the practical significance of statistical difference (p<0.05). All data were analyzed using SPSS–19 for windows.

The results showed that all 3 training groups (mental, physical and compound) indicates significant improvement (p<0.001) in motor perception from pre–test to post–test. Within group comparisons implies that compound training significantly (p<0.05) caused more effect than the others. As well as statistical, this positive improvement also showed a large practical significance (d=0.43), (d=0.55), (d=0.73) in mental, physical and compound groups respectively after the intervention period. 

The result determines significant improvement in physical self– perception that can be fulfilled by using physical and mental trainings for 9–10–year–old boys who have developmental coordination disorder, and compound training might be the most effective way to facilitate motor development in DCD children. It is important to remember that the motor competence and self–concept of children are two important components of their total well– beings, which seemed to be interlinked from young age. When they experience problem such as those indicate for DCD, specific intervention seems to be necessary in order to optimally improve these aspects. This study might help to develop training protocol for DCD children based on more documents, which improve our knowledge of perceived competence from both physical and mental trainings functions that would be beneficial for DCD children and therapists.

Coronary heart disease (CHD) is the most common type of cardiovascular disease among adults throughout the world, including in Iran. Stress is experienced during the life and effect of that depends on individual sensibility will different. McEwen (1998) explained that a controllable stress is healthy and has beneficial to grow. However, high level of perceived stress may influence the quality of the immune system (Cohen, 1996). For example, Morgan (1997) and Walton (2002) found that exam anxiety is the most commonly perceived stress experienced by undergraduate students. Sometime high level of perceived stress lead to suicide. Emotion adjustment refers to strategies that individuals use to control of excite, exacerbate and express a wide range of emotions. Emotion regulation and dysregulation plays an important role in the continuation of emotional disturbances. People who have trouble in expressing and experiencing excitement use maladaptive emotional regulation strategies such as suppressing and avoiding, hiding or ignoring them, with negative consequences. More effort to control an emotional experience leads to an increase in emotions that an individual try to adjust them. This pattern may put individuals in a disorder emotional and psychological arousal. Therefore more unsuccessful attempts to suppress them, which in turn contribute to psychological distress and reduce mental well–being and quality of life. The purpose of this study was to evaluate the effectiveness of emotion regulation strategies based on Gross model processing on perceived stress in patients with coronary artery disease.

The study method was semi–experimental (experimental) and statistical population of the study was coronary heart patients who referred to the heart clinic of Dr. Bahonar Hospital in Karaj city (Alborz province, North of Iran) in 2015–16. Of them, 40 volunteers were selected and then randomly divided into two groups experiment and control (n=20 for each group). The experimental group received acceptance and commitment treatment (ACT) in 9 sessions. The instruments of the research were stress perception questionnaire. Data were collected before and after the treatment, and analyzed by SPSS software, using variable analysis with repeated measurements.

The results showed that the mean and standard deviation of the pre–test scores of perceived stress in the experimental group were 37.65 and 7.60, respectively. Mean and standard deviation of post–test score in the experimental group were 20.54 and 5.38, respectively. The mean and standard deviation of the pre–test scores of perceived stress in the control group were 25.30 and 6.62, respectively. Mean and standard deviation of post–test scores in the control group were 38.30 and 5.68, respectively. The results of analysis of variance analysis with repeated measurements showed that Grass's emotional ordering strategies significantly reduced the perceived stress of cardiac patients (p<0.001).

Based on the findings of this study, these results can be considered as a supportive tool for psychotherapy based on Grass's emotional ordering strategies in coronary heart disease patients to improve stress.

Attention deficit/hyperactivity disorder (ADHD) is a developmental neurodevelopmental disorder in children who exhibits distressing behavior, impulsivity, or inattention that is not appropriate to his or her age. In the first line treatment of this disorder, education of parents, especially mothers, has a special place in order to reduce its syndrome. The aim of this study was to compare the effectiveness of positive behavioral support (PBS) program with Barkley parenting model on improving the symptoms in ADHD children.

Regarding the subject and research hypothesis in this research, a pretest–posttest test with control group was used. The sampling method was multi–stage, randomized placement in the experimental, and control groups. Four schools were selected from schools in Isfahan city (Isfahan province, Iran) and from these schools, 30 ADHD children and their mothers were selected and randomly assigned to experimental groups (20 mothers) and control group (10 mothers). The criteria for entering the study were, having an ADHD diagnosis from a psychiatrist and a psychologist, having criteria for this disorder according to DSM–5, having no other disorder other than ADHD. To assess the ADHD symptoms, the Conners questionnaire (parent form) was used. This scale is the most commonly used grading scale for attention deficit/hyperactivity disorder and has four subscales: dissonance, cognitive/inattention, hyperactivity disorder, and attention deficit/hyperactivity disorder. All of selected mothers completed a questionnaire in two stages of pre–test and post–test. The mothers of the experimental group received 8 sessions and were treated with PBS and Barkley for about two months. Mothers of the control group did not receive any training; they were placed on the waiting list and received the training after the end of the intervention. To compare the effect of two methods training on ADHD syndrome improvement, multivariate covariance analysis was used to control the pretest effect. The post–hoc test was used to determination the difference between the groups in each variable. Data analysis was performed with SPSS 20 software at 95% confidence level.

There was a significant difference between cognitive/inattention (p=0.017) and hyperactive (p=0.047) and inattention/hyperactive (p=0.021) variables between the two groups. However, no significant difference was found in the opposition variable (p=0.063). In the hyperactivity and inattention/hyperactivity, the difference between the two groups of education Barkley parenting education (p=0.040) and PBS education (p=0.008)) was significant with the control group. This means that both methods have been able to reduce and improve the ADHD symptoms. Also, in the variable of cognitive/inattention (p=0.006) and opposition (p=0.024), only PBS program was able to make a significant difference with the control group. There was no significant difference in education in all subscales.

the results showed that training with both programs could improve the symptoms of ADHD. Therefore, it is suggested that parent education be widely used in both methods to treat the problems of children with this disorder and their families. In addition, these patterns can use in a group method in schools and childcare centers as well as in child–rearing workshops. Coaches and therapists can also use the contents of these patterns for parenting counseling and ADHD treatment for children.

Multiple sclerosis (MS) disease is one of the common diseases of central nervous system. In the disease white blood cells attack to the sheath of the central nervous system, which is called myelin. The amount of MS infection in women is two or three times more men and infecting age range is between 15-50 years old that its peak is in 30 years. Multiple sclerosis can result in variable neuromuscular deficit including muscle weakness, spasticity, balance impairment and sensory disturbance. Walking difficulties and cognitive impairments are clinical hallmarks of people with multiple sclerosis. Among symptoms of the disease, growing attention has focused on cognitive functions. Cognitive deficit have been reported in 45-70% of people affected by this disease. Cognitive impairments can play a significant role in memory, attention, learning, performance, information processing ability and speed of information processing. One of the most important problems in MS patients is memory impairment. This memory involves the process of temporary storage of information and its application in the process of processing information and complex cognitive skills such as reasoning and learning; in other words, working memory is the result of controlling attention and maintaining concentration in a particular mental activity. In many daily activities, people often require performing an additional cognitive demanding task while walking. Therefore, purpose of this study was to evaluate the effect of cognitive task on stance phase timing of walking in multiple sclerosis patients.

The current study design was a quasi-experimental with pre and posttest. Twenty volunteer men and women with multiple sclerosis (mean±SD age: 41.85± 12.59 years old and EDSS score 0-5) from Tehran (capital city of Iran) multiple sclerosis association were participated in this study and stance phase timing of walking measured in 3 different level by foot Medisense. Analysis of variance with repeated measurement test and Bonferroni post Hoc tests were used for statistical analysis (p<0.05).

Performance cognitive task had a significant effect on increased time of hill strike phase, foot flat phase, mid stance phase, hill off phase and toe off phase in right leg (p<0.001) and in left leg. In addition, performance of cognitive task had a significant effect on increased time of hill strike phase, foot flat phase, mid stance phase, hill off phase and toe off phase (p<0.001). Except for stage 2 versus stage 3 in left leg, there was a significant difference between the time of walking stance phase in all level in the left leg (stage 1 versus stage 2, stage 1 versus stage 3, stage 1 versus stage 4, stage 2 versus stage 3, stage 2 versus stage 4 and stage 3 versus stage 4) and right leg (stage 1 versus stage 2, stage 1 versus stage 3, stage 1 versus stage 4, stage 2 versus stage 4 and stage 3 versus stage 4).

Stance phase time in multiple sclerosis patients increased during cognitive task and multiple sclerosis patient walk slower during cognitive task.

Breast cancer is one of the most important diseases in women. Women with breast cancer suffer from different psychical and psychological problems. Researchers have shown that there are some psychological problems in this disease, including low self–efficacy, anxiety, depression, and low quality of life. Thus, it seems that post–traumatic growth (PTG) of women with breast cancer is important to be investigated. Post–traumatic growth is a factor that pays attention to the adaptation to psychological challenges. Post–traumatic growth is not about returning to the same life as it was previously experienced before a period of traumatic suffering. However, instead, it is about undergoing significant 'life–changing' psychological shifts in thinking and relating to the world that contributes to a personal process of change that is deeply meaningful. Psychological interventions have been done to help for increasing this factor and related–factors of breast cancer. The spiritual intervention has been considered as an effective therapeutic method in recent years. Religion and spirituality provide a series through which human beings can understand the meaning of their lives. That is why spirituality, a strong predictor of hope and mental health, is an important source of physical health and improvement of the condition of the disease. We have a particular need for intervention in patients with cancer. However, in this study, we applied spiritual therapy to improve post–traumatic growth in women with breast cancer. 

The method of present study was a semi–experimental study with pre–posttest with a 3 month follow–up and control group design. The population was women with breast cancer at Omid hospital of Mashhad (Khorasan–e–Razavi province, Northeast of Iran). After considering the inclusion and exclusion of criteria, an availability sampling method was conducted to recruit subjects. The study carried out in 2017. First, we randomly assigned 14 patients for each group (control and experimental groups), then we conducted pretests for each group using PTG questionnaire (Tedeschi, Calhoun, 1996; this 21–item scale includes factors of new possibilities, relating to others, personal strength, spiritual change, and appreciation of life, the reliably and validity of this scale is good). Next, experimental group received the spiritual therapy (12 sessions, 120 minutes) and control group did not receive any programs. After the program, both groups were assessed as a posttest and after three months, were again measured as a follow– up session. Finally, the data analyzed by SPSS22 and using a repeated measure of ANOVA and descriptive indexes such as arithmetic mean and standard deviation. 

The mean age of the experimental and control group was 47.92 (SD=9.77) and 46.85 (SD=8.72), respectively. In the result section, we first examined ANOVA assumptions. The findings showed that all assumptions were homolog. After that, the results showed that the spiritual therapy had a significant effect on factors of new possibilities, relating to others, personal strength, spiritual change, and appreciation of life (p<0.05). Moreover, the results showed that the spiritual therapy significantly influence on the total score of post–traumatic growth (p<0.05).

Spiritual therapy was an acceptable intervention to improve post–traumatic growth in women with breast cancer. It is recommended to use this program for women with breast cancer.

Heart disease is caused by coronary artery stenosis is a health problem in developing and developed countries. The disease is one of the leading causes of death in the world. Acceptance and commitment therapy (ACT) is a form of counselling and a branch of clinical behavior analysis. 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 mental flexibility. There is a variety of protocols for the ACT, depending on the target behavior or setting. For example, in behavioral health areas, a brief version of ACT is called focused acceptance and commitment therapy (FACT). The goal of ACT is not the elimination of complicated feelings; instead, it is to help us to move toward valued behavior. Acceptance and commitment therapy invites people to accept unpleasant feelings, and learn do not to overreact to them and not to avoid those situations. The therapeutic effect of the method is like a positive spiral; feeling better leads to a better understanding of the truth. In the ACT, 'truth' is measured through the concept of 'workability'. Coronary heart disease (CHD) is among the conditions that affected by psychological factors. The purpose of this study was to investigate the impact of acceptance and commitment therapy in illness perception in male patients with cardiovascular disease.

The research method was quasi–experimental study with two groups (experimental and control) pre–posttest design. The statistical population comprised men with cardiovascular disease admitted to the heart clinic of Valiasr Hospital in Qaemshahr (Mazandaran province, North of Iran) in the spring of 2017–2018. A total of 28 subjects were voluntarily chosen and were randomly assigned into two experimental (n=14) and control (n=14) groups. The experimental group received six session acceptance and commitment therapy (ACT). Brief illness perception questionnaire (Brief IPQ) was administered before and after training. The data was analyzed using one–way analysis of covariance (ANCOVA). 

The results indicated that in the post–test after controlling the pre–test, there was a significant difference between the experimental and control groups in illness perception (p=0.032).