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این پژوهش با هدف بررسی نقش نقش واسطه‌ای تنظیم هیجان، مدیریت تعارض و صمیمیت جنسی در رابطه سازگاری زناشویی و ویژگی‌های شخصیتی انجام شد. این پژوهش توصیفی از نوع همبستگی می‌باشد. جامعه‌ آماری این پژوهش شامل کلیه‌ی معلمان متأهل شهر کرمانشاه در بازه زمانی سال1400-1399 بوده که از میان آن‌ها 300 معلم متأهل به روش نمونه‌گیری تصادفی مرحله‌ای انتخاب شدند. اطلاعات پژوهش با استفاده از پرسش‌نامه‌های مقیاس سازگاری زناشویی (اسپانیر، 1976)، پرسش‌نامه ویژگی‌های شخصیتی (کاستا و مک‌کری‌، 1985)، مقیاس دشواری تنظیم هیجان (گرتز و رومر، 2004)، حل تعارض و صمیمیت جنسی از خرده‌مقیاس پرسش‌نامه رضایت زناشویی انریچ (اولسون، 1998)، جمع‌آوری و با استفاده از نرم‌افزارهای SPSS-24 و AMOS-24 تجزیه وتحلیل شدند. نتایج مدل نهایی نشان داد ویژگی‌های شخصیتی و سازگاری زناشویی به‌طور مستقیم و نقش واسطه‌ای مدیریت تعارض، تنظیم هیجان و صمیمیت جنسی به‌طور غیر‌مستقیم در سطح معنی‌داری 05/0 همبسته هستند. یافته‌ها نشان داد که ویژگی‌های شخصیتی با مدیریت تعارض، دشواری تنظیم هیجان، صمیمیت جنسی و سازگاری زناشویی و دشواری تنظیم هیجان به سازگاری زناشویی، مدیریت تعارض به سازگاری زناشویی و صمیمیت جنسی به سازگاری زناشویی نیز رابطه مستقیم دارند. همچنین نتایج دیگر نشان داد که اثر غیرمستقیم ویژگی‌های شخصیتی بر سازگاری زناشویی از طریق دشواری تنظیم هیجان، مدریت تعارض و صمیمت جنسی از لحاظ آماری معنی‌دار بود. پبا توجه به نتایج پژوهش، پیشنهاد می‌شود در مشاوره پیش از ازدواج و درمان مشکلات زناشویی بر آموزش مولفه‌های اثرگذار بر سازگاری زناشویی، ویژگی‌های شخصیتی و متغیر-های میانجی به عنوان پیشگیری و درمان تاکید شود.

این پژوهش با هدف بررسی اثربخشی آموزش حافظه فعال بر بهبود مهارت های خواندن، برنامه ریزی و سازماندهی دانش آموزان با ناتوانی های یادگیری خاص انجام شد. روش پژوهش نیمه آزمایشی از نوع پیش آزمون پس آزمون با گروه گواه بود. جامعه آماری شامل کلیه کودکان با ناتوانی یادگیری در مراکز ناتوانی های یادگیری 1، 2، 3 و 4 در شهر کرمانشاه در سال تحصیلی 1398-1397 بود. نمونه آماری 30 نفر از این دانش آموزان بودند که به روش نمونه گیری تصادفی ساده انتخاب و به تصادف در دو گروه آزمایشی و گواه گمارده شدند. ابتدا پرسشنامه مشکلات یادگیری کلورادو (ویلکات و همکاران، 2011) برای هر دو گروه (توسط والدین) تکمیل گردید و سپس در آزمون برج لندن (شالیس، 1982) شرکت کردند. گروه آزمایشی در جلسات آموزش حافظه فعال شرکت کردند. گروه گواه آموزشی دریافت نکرد. سپس پرسشنامه های ذکر شده دوباره برای هر دو گروه توسط والدین تکمیل و دو گروه در آزمون برج لندن شرکت کردند. در انتها داده های به دست آمده از گروه ها برای تحلیل آماده شد. نتایج نشان داد که میانگین نمرات مهارت های خواندن ، برنامه ریزی و سازماندهی در پس آزمون در گروه آزمایشی نسبت به گروه کنترل به طور معناداری افزایش یافته است. بر اساس یافته های پژوهش می توان نتیجه گیری کرد که آموزش حافظه فعال با هدف قرار دادن مشکلات یادگیری باعث بهبود مهارت خواندن می شود وبه فرد کمک می کند بتواند به نحو بهتری از ظرفیت حافظه خود به منظور برنامه ریزی و سازماندهی امور استفاده کند.

مقدمه: هوش یکی از مهم ترین تفاوت‌های فردی در بین افراد جامعه است. هوش معنوی، عملکرد همراه با بصیرت، ملایمت و مهربانی با حفظ آرامش درونی و بیرونی است. پژوهش حاضر با هدف مقایسه هوش معنوی، خودکنترلی و مکانیسم­های دفاعی در دختران و پسران صورت گرفت. روش­کار: جامعه آماری این پژوهش مقایسه­ای-علی شامل دانش­آموزان مقطع دوره دوم متوسطه شهر کرمانشاه در سال تحصیلی 95-1394 بودند که با روش نمونه­گیری تصادفی خوشه­ای 360 نفر (180 نفر پسر و 180 نفر دختر) به عنوان حجم نمونه انتخاب شدند. برای گردآوری داده­ها از پرسش­نامه­های هوش معنوی، خودکنترلی و مکانیسم­های دفاعی استفاده شد. تحلیل داده­ها با نرم­افزار آماری SPSS و آنووا صورت گرفت. یافته­ها: نتایج نشان داد که هوش معنوی بین دو گروه دختر و پسر در مولفه زندگی معنوی تفاوت معناداری دارد. هم­چنین تفاوت خودکنترلی بین دو گروه به لحاظ خودکنترلی منع­کننده و طبقه­بندی­کننده معنادار است. مکانیسم دفاعی بین دو گروه به لحاظ واپس­رانی، همانندسازی، دلیل­تراشی و جابه­جایی تفاوت معناداری دارد. نتیجه­گیری: به نظر می­رسد که بین دانش­آموزان دختر و پسر از نظر خودکنترلی، هوش معنوی و مکانیسم­های دفاعی تفاوت­های معنی­داری وجود دارد.

زمینه و هدف: تحمل آشفتگی به عنوان یک ساختار مهم رشدی، بینشی جدید درباره شروع و تداوم آسیب‌های روانی و همچنین پیشگیری و درمان فراهم آورده است، آشفتگی ممکن است ماحصل فرایندهای فیزیکی و شناختی باشد، پژوهش حاضر با هدف بررسی سیستم‌های مغزی رفتاری، تحمل آشفتگی با نقش واسطه‌ای بدتنظیمی هیجانی در دانشجویان دانشگاه پیام نور کرمانشاه انجام گرفت. مواد و روش ها: جامعه آماری پژوهش شامل کلیه دانشجویان مشغول به تحصیل دانشگاه پیام نور کرمانشاه در سال تحصیلی 94-95 به تعداد 8000 نفر می‌باشند که از این افراد، تعداد 340 نفر دانشجو با توجه به جدول مورگان و به روش نمونه-گیری تصادفی طبقه‌ای به عنوان نمونه انتخاب شدند. داده‌ها با استفاده از پرسشنامه‌های سیستم‌های بازداری و فعال سازی رفتاری (کارور و وایت، 1994)، دشواری در تنظیم هیجانی و تحمل پریشانی جمع‌آوری گردید و برای تجزیه و تحلیل داده‌ها از آزمون تحلیل مسیر استفاده شد. یافته­ها: نتایج نشان داد مدل ارائه شده برازش قابل قبولی دارد و مقدار شاخص نیکویی برازش مجذور کای x2 برابر با 37/296بود. نتیجه­گیری: بر اساس نتایج این مطالعه می­توان گفت اثر مستقیم سیستم­ها بر آشفتگی در سطح معنادار می­باشد. (05/0>P) و اثر غیرمستقیم سیستم­ها (به‌ واسطه‌ی بدتنظیمی) بر آشفتگی معنادار است (05/0>P).

This study was conducted to determine the effect of oriented problem solving training on behavioral problems among students. Research design was real experimental, of a kind pretest, posttest, follow-up with the control group. Total of 120 students with an average age and grade 11 and 5 were selected by random sampling method and with random assignment were divided into two experimental groups (n=60) and control (n=60). After 10 training sessions to parents and teachers, the experimental group was trained family/school oriented problem-solving program for three months. For data collection were used from grading scale behavioral problems (Gresham & Elliot, 1990) in the three forms of students, parents and teachersAccording to the report's students, parents and teachers in three step pre-test and posttest (on three months) and follow-up (on one month) that in the experimental group there was a significant difference between the scores of pretest and posttest scores on the subscales of behavioral problem, but there wasn't a significant difference between the scores of posttest and follow-up on the subscales of behavioral problem. So family/school oriented problem solving training impact on students' behavioral problem and problem solving training has great importance as a preventive program.

Background: Psychological capital is one of the new concepts that has been introduced in positive psychology and can play an important role in increasing people's ability in various aspects of life, especially in the field of resilience and various dimensions of resilience. Aims: This study aimed to investigate the effectiveness of a psychological capital training program based on positive psychology on students' academic resilience. Methods: The research method was quasi-experimental with a pre-test, post-test, and 2-month follow-up with a control group. The statistical population of the study consisted of all first and second-grade high school students in Kermanshah in the academic year 2023-2024. The research sample consisted of 26 high school students in Kermanshah who were selected by random sampling method and randomly assigned to two experimental and control groups (13 people in each group). The students answered the Academic Resilience Questionnaire in three situations: pre-test, post-test, and 2-month intervals (Samuels, 2004). The experimental group received psychological capital training based on the educational model of Luthans and Yousef (2004) in 12 sessions of 90 minutes and the control group did not receive any intervention during the training period. To analyze the data, repeated measure analysis of variance using SPSS software. 25. Results: The results of repeated measure analysis of variance showed that there is a difference between the scores of Pre-test and post-test (intervention effect) and pre-test and follow-up (time effect) in the variable of academic resilience and its components (P< 0.05). There is no significant difference between the mean scores of the post-test and follow-up (stability of the intervention) in the variable of academic resilience and its components. In other words, the stability of the intervention has been maintained over time. Conclusion: Based on the findings of the study, it can be concluded that the psychological capital education program based on positive psychology has been effective in increasing academic resilience and this treatment can be used to increase student academic resilience. [ABSTRACT FROM AUTHOR]

Introduction: Suicide attempt is one of the important problems of general world health. The present study aimed to investigate the effectiveness of dialectical behavior therapy on social problem-solving, difficulty in emotion regulation, impulsiveness, and resilience in suicide attempts in Ilam Province, Iran. Materials & Methods: This research was a quasi-experimental design with experimental and control groups. The study population consisted of 457 people from Ilam province who committed suicide attempts. A sample of 40 subjects was selected and randomly assigned to two groups (20 experimental and 20 control). The pretest was performed on both groups. Then, the intervention was performed on the experimental group in 12 sessions (1 h), and the control group did not receive any intervention. After the intervention, a post-test was performed in two groups. The research tools included the D’Zurilla social problem-solving scale, Gratz & Roemer difficulties in emotion regulation scale, Barratt impulsiveness scale, and the Connor-Davidson resilience scale questionnaires. Moreover, multivariate covariance analysis was used to analyze the data. Results: The results of the covariance analysis indicated that there was a significant difference between the post-test mean scores of the experimental and control groups in the variables, including social problem-solving (F=430), emotional regulation difficulty (F=94.714), impulsiveness (F=72.404), and resilience (F=11.168), with all variables showing significance at P<0.001. Conclusion: The results indicate that dialectical behavior therapy can be used to increase social problem-solving skills and resilience, as well as to decrease difficulty in emotion regulation and impulsiveness in people who commit suicide attempts. [ABSTRACT FROM AUTHOR]

Background & Aim: Infertility is a stressful event in human life and nowadays it is a relatively common problem among couples. The purpose of this research is the effectiveness of the cognitive-behavioral coping training package with the stress of infertility on hope and tolerance of distress in infertile women Materials & Methods: This study was a semi-experimental type with a control group, with a pre-test-post-test design and a two-month follow-up. The statistical population of this research was infertile women who referred to infertility centers and the office of gynecologists and infertility treatment in Kermanshah city in 2022. Among the infertile women and in order to control the effect, 60 people were selected using the available sampling method based on informed consent as a sample and randomly selected in three groups (2 experimental groups under cognitive-behavioral coping training with infertility stress and 1 control group ) were replaced and the experimental groups were trained in 12 sessions using the cognitivebehavioral coping training package with infertility stress (Ghobadi, Kakabraei and Guderzi, 2024). In this research, to measure the scales, from the infertility stress questionnaire of Newton et al. The data collection tool is Newton et al.'s infertility stress questionnaire (1999), Simmons and Gaher's emotional distress tolerance (2005) and Schneider's hope (1991). Data analysis in SPSS-24 software is from repeated measurement analysis of variance and checking its defaults. Results: Examining the effectiveness of the educational package on the tolerance of distress and hope of infertile women showed that there is a difference between the three stages of pretest, post-test and follow-up in tolerance of distress and hope and their components (p=0/001), and this significant difference continued until the follow-up stage (p=0/001). The size of the effect of education on hope and distress tolerance is equal to 0.831 and 0.967, respectively. Conclusion: The cognitive-behavioral coping training package with infertility stress of infertile women can be effective in bearing the distress and hope of infertile women, and this program can be used to reduce the stress of infertile women. [ABSTRACT FROM AUTHOR]

Introduction: Down syndrome is the most common chromosomal disorder. Alzheimer's disease is the most prevalent disease affecting these individuals from middle age onwards and leading to numerous problems for individuals, their families, and their caregivers. To develop Alzheimer's prevention strategies for Down syndrome, it is of utmost importance to understand the factors that contribute to its development, such as psychological foundations. The present study aimed to analyze personality and lifestyle in slow-paced adults with Down syndrome with and without Alzheimer's disease. Material & Methods: This qualitative research was conducted based on a descriptive phenomenological design. The research population consisted of adults with Down syndrome (60 cases without Alzheimer's and 10 subjects with Alzheimer's), their parents, and caregivers in Kermanshah province in 2023. In this regard, data collection was carried out through access to medical records of individuals in the Welfare Organization and also semi-structured interviews with these individuals who were purposefully selected until reaching the stage of theoretical saturation. Data analysis was performed using the Clausi method, and the main and sub-themes were identified. For final validation, the criteria of validity and reliability were used. Results:The findings from the data analysis resulted in the extraction of 3 main themes (social-psychotic-coping skills), 14 sub-themes in personality dimension, and 9 main themes (sleep-physical activity-occupation-physical health-weight control and nutrition-personal hygiene-smoking and alcohol consumption-leisure time-doing things independently) and 21 sub-themes in the lifestyle dimension. Discussion & Conclusion: The results of this study highlighted the role and importance of a healthy lifestyle and adaptive personality characteristics in preventing Alzheimer's disease in slow-paced adults with Down syndrome. Therefore, it is suggested that preventive and awareness-raising programs in these two dimensions be developed and implemented by experts and official centers. [ABSTRACT FROM AUTHOR]

Background: One of the most common disorders that negatively impacts all aspects of individuals' lives is social phobia disorder. In recent decades, there has been an increasing trend towards investigating the effectiveness of new therapeutic approaches in reducing social anxiety disorder among adolescents, and treatment protocols such as endurance training, metacognitive therapy, and solution-focused therapy have been examined for their efficacy in various studies. However, a research gap exists as no study has focused on comparing the differences between these treatments. Aims: The aim of the present study was to compare the effectiveness of metacognitive therapy, solution-focused therapy, and endurance training on self-efficacy beliefs of female students with social anxiety disorder. Methods: The present study employed a quasi-experimental design with pre-test, post-test, and onemonth follow-up. Sixty female students from the second grade of secondary school in three educational districts of Kermanshah city in the academic year 1401-1402 were selected as the research sample based on accessibility and inclusion criteria. They were randomly assigned to four groups of 15 (three experimental and one control). The research instruments included the Social Anxiety Scale (Connor, 2000) and General Self-Efficacy Scale (Sherer, 1982). The data were analyzed using SPSS23 software and mixed analysis of variance. Results: The findings indicated that all three treatments led to an increase in self-efficacy beliefs of students with social anxiety disorder (p< 0.05), and no significant differences in effectiveness were observed among the three intervention groups of metacognitive therapy, solution-focused therapy, and endurance training (p> 0.05). Conclusion: Given that metacognitive therapy, solution-focused therapy, and endurance training were effective in enhancing self-efficacy beliefs of individuals with social anxiety disorder, it is recommended to utilize these two approaches to reduce social anxiety symptoms and improve the quality of life and other problems in private counseling centers. [ABSTRACT FROM AUTHOR]

Introduction: Nowadays, cognitive-behavioral approaches, including problem-solving methods, are used to enhance the quality of life of family members and achieve differentiation, especially among couples. The present study evaluated the effectiveness of family-centered problem-solving training on couple differentiation. Methods: This research employed a quasi-experimental design with a pretestposttest and a control group. The statistical population comprised married individuals who were referred to the counseling center at the Islamic Azad University, Kermanshah branch. Initially, 30 couples who visited the center to resolve their marital issues were selected and randomly divided into experimental (15 couples) and control (15 couples) groups. Subsequently, the experimental group underwent family-oriented problem-solving training in ten face-to-face sessions, each lasting 90 minutes. Data were collected using the Skowron & Friedlander Self-Differentiation Scale (1998) and analyzed statistically in SPSS version 22 using covariance analysis after the post-test. Results: Family-oriented problem-solving training significantly increased the differentiation of couples in the experimental group compared to the control group (P<0.05). Conclusion: According to the research findings, utilizing the family-oriented problem-solving training program as part of comprehensive educational plans to enhance couple differentiation is feasible. [ABSTRACT FROM AUTHOR]

Background: In recent research, defects in cognitive processes have been proposed as one of the cognitive causal hypotheses, and psychological interventions can help to improve this disorder. Acceptance and commitment therapy (ACT) focuses on increasing psychological flexibility, which is the ability to pay attention to experiences in the present without bias. Metacognitive therapy (MCT) also emphasizes how a person responds to his/her thoughts and how he/she communicates with them. Conducting comparative research on these two types of treatment in patients with obsessivecompulsive disorder has received less attention. Aims: The study aimed to compare the effectiveness of ACT and MCT in reducing insufficient executive functioning in obsessive-compulsive patients. Methods: The current research design was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all patients suffering from obsessivecompulsive disorder who were referred to counseling centers and psychological services in Kermanshah City in 2022. 45 of these patients were purposefully selected and randomly divided into two experimental groups (a treatment group based on acceptance and commitment and a metacognitive treatment group) and a control group (15 people in each group). The measuring tool in this research was the Wisconsin card sorting test of Grant and Berg (1993). The treatment protocol based on acceptance and commitment (Bach & Moran, 2008) and metacognitive therapy (Wells, 2008) were implemented during eight 60-minute sessions for the first and second experimental groups, respectively, but the control group did not receive any intervention. In order to analyze the data, one-way analysis of variance and SPSS-23 software were used. Results: The results of the one-way analysis of variance showed the effectiveness of both treatment models in increasing the number of completed classes, increasing the number of correct answers, and reducing the residual error (p<0.05). Also, based on the results of Toky Post Hoc test, a significant difference was observed between the two treatment groups in the research variable, And the treatment based on acceptance and commitment has been significantly more effective in increasing the number of classes completed, increasing the number of correct answers and reducing the error remaining in participants compared to metacognitive therapy. (p<0.05). Conclusion: The study findings suggest that both treatments were effective in improving the executive function of obsessive-compulsive patients. However, the effectiveness of ACT was significantly higher than MCT. [ABSTRACT FROM AUTHOR]

Background: Undoubtedly, sexual health education plays a pivotal role in fostering sound sexual development, mitigating adverse outcomes stemming from risky sexual behaviors, and establishing a robust basis for a healthy transition into adulthood. Aims: The primary objective of this study is to evaluate the efficacy of a sexual health training program concerning the enhancement of sexual knowledge and attitudes among women and men who are about to get married and are employed at Kermanshah University of Medical Sciences during the initial months of 2023. Methods: The research methodology employed a semi-experimental pre-test-post-test design with a control group. The study encompassed individuals employed at Kermanshah University of Medical Sciences, specifically women and men on the verge of marriage. Through targeted sampling, 40 such individuals were selected to explore the components of sexual health and gauge the impact of the independent variable, with 10 couples assigned to the trained group and 10 couples to the control group. Both sets of participants completed the "Knowledge and Sexual Attitude Questionnaire" developed by Gospel in 2013 both before and after undergoing the sexual health training sessions, totaling 8 sessions, each lasting 40 minutes. Data analysis was conducted utilizing SPSS software version 26, employing covariance analysis to interpret the results. Results: The findings indicated that the sexual health educational intervention had a noteworthy and significant impact on the sexual knowledge and attitudes of individuals on the brink of marriage (p< 0.001). Conclusion: The study's outcomes suggest that the sexual health training intervention package influences the sexual knowledge and attitudes of individuals on the verge of marriage, leading to enhancements in both women's and men's levels of sexual knowledge and attitudes. [ABSTRACT FROM AUTHOR]

Background & Aims: Neurodevelopmental disorders are disorders that begin during the developmental period, often before the child enters school, and are characterized by developmental deficits that impair personal, social, academic, or occupational functioning. Neurodevelopmental disorder is a term used to describe neurological and mental disorders starting in childhood. Neurodevelopmental disorder includes specific learning and language disorders, motor coordination disorders, intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, tic disorders and defiant-obstinacy disorder. Among the neuro-developmental disorders, autism spectrum disorder is considered a complex neuro-developmental disorder that usually has problems in communication and social interaction, limited interests and repetitive behaviors. Most of these children are also impaired in theory of mind, symbolic play, and imitation skills. According to the Center for Disease Control and Prevention, its prevalence has quadrupled in the last decade. Autism spectrum disorder is a lifelong condition that is generally stable and includes persistent impairments in language, deficits in social skills, and inability to perform daily activities. Social, behavioral, communication and language problems. Therefore, it is challenging for children with autism spectrum disorder to communicate socially with their parents and manage their behavior. Methods: The present research method was a semi-experimental research with a pretest and post-test design and a control group. The independent variable in this research was parenting education based on executive functions and the dependent variable was parenting stress and its subscales. The statistical population of the study included all parents (mothers) of children with neurodevelopmental disorders in Tehran, who were present in the medical clinics of Tehran and received specialized services. The sample of this research includes mothers of 15 children with autism spectrum disorder as the experimental group and mothers of 15 children with autism spectrum disorder as the control group were selected through purposive sampling and were randomly assigned to two experimental and control groups. The criteria for entering the study are: the presence of neuro-developmental disorders in children such as autism spectrum disorder, the age of children between 7 and 11 years, the absence of physical and mental illness of mothers, full consent of mothers to participate in the research and participation in all sessions by the researcher in considered The exclusion criteria were non-cooperation and non-participation of parents in more than two sessions. Results: For another assumption of univariate covariance analysis, Levine's test of homogeneity of variances was used to check the assumption of homogeneity of variances. In this research, the use of this test showed that the assumption of homogeneity of variances has been fulfilled for all variables because the variables of childhood and parent's territory have F-statistics equal to 3.48 and 2.43, respectively, with degrees of freedom of 28 and 1 at the significance level. Equal to 0.07 and 0.13, they have homogeneity of variances in groups. Whenever the value obtained for this test is greater than 0.05, the assumption based on the homogeneity of Levin's variances is confirmed. After confirming the presuppositions of univariate covariance analysis, the research hypotheses were checked. The data were analyzed by independent t-test. Data analysis showed that the experimental group compared to the control group, after participating in the training course, there was a statistically significant difference in test results. The results showed that parenting training based on executive functions had a positive effect on reducing the realm of childhood and the realm of parents with children with autism spectrum disorder Conclusion: The purpose of this research was to evaluate the effect of parenting education based on executive functions on reducing parental stress of parents with children with autism spectrum disorder. The results of the research indicated that parenting training based on executive functions was effective in reducing parental stress. In this research, the effect of parenting training based on executive functions on two subscales of parental stress, such as the domain of childhood and parents, has been investigated. Research on the effect of parenting training based on executive functions on other psychological variables of parents with children with special needs and normal has not been done. For researchers interested in parenting training based on executive functions in students with autism spectrum disorder, it is suggested to implement this training on fathers of students with autism spectrum disorder and compare it with the results of this research on mothers. Also, implement the effect of parenting training based on executive functions on other groups of neurodevelopmental disorders. Also, the results of this research should be followed up in the long term. In addition to these suggestions, the effect of parenting training based on executive functions on the anxiety and stress of mothers with children with neurodevelopmental disorders should be investigated in future researches. Also, as practical suggestions, it can be acknowledged that brochures in the field of parenting skills based on executive functions are prepared and made available to parents, especially mothers, so that in the long term, the positive effect of this training on the psychological problems of parents, especially mothers, can be seen. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research was to design and assess the needs of the mental and social health training model for prison employees in Kermanshah province. Method: The research method of this study was composite and exploratory. In the qualitative part, the content of the scientific documents was first analyzed and classified, Moreover, 11 experts and subject matter experts, who were selected purposefully using the snowball method, were interviewed until saturation criterion was reached. In the quantitative part, survey and applied methods were used. The statistical population of this research included all employees of 10 prisons in Kermanshah province. Using stratified random sampling, 100 people were selected as a statistical sample. For the causal analysis of the presented model, confirmatory factor analysis and structural equation model have been conducted. Findings: The results of this research showed that in identifying the mental and social health training needs of prison employees in Kermanshah province, a number of 103 primary indicators were obtained. These indicators were then divided into 12 general factors and 2 categories of mental health and social health. According to the results of the interviews and the Delphi method, self-acceptance, self-control, personal growth and development, psychological well-being, emotional well-being, quality of life, perceived justice, social participation, group belonging, social adaptation, social trust, social support are the most important needs of mental health education for the employees of prisons in Kermanshah province. [ABSTRACT FROM AUTHOR]

Background & Aims: Coping is any kind of effort, healthy or unhealthy, to prevent, eliminate or weaken a source of stress, or to try to manage or control a challenging or worrying situation. They are divided into two categories, problem-oriented, and emotion-oriented strategies. Problem-oriented coping strategies are the methods by which an individual examines and calculates the actions he or she takes to reduce or eliminate stress, seeks out more information about the problem, and steps accordingly. ¬'s priorities for resolving the issue. Conversely, a person is focused on emotional coping strategies and all his efforts are to reduce his unpleasant feelings; Crying, faulty behaviors, mental occupation, and daydreaming are some of the emotional methods. The goal of avoidance coping strategies is to avoid stressful situations, which may appear as engaging and engaging in a new activity or in the form of engaging with the community and others. Many studies have emphasized the need to address coping strategies in stressful academic experiences, emphasizing the role of coping strategies. How a student copes with stress varies from student to student, the strategies used by a student can change and grow, choosing the type of coping style to deal with academic stress greatly affects students' life satisfaction It can be effective. In the field of life satisfaction, many studies have been done on adults, but students' life satisfaction was less studied. Life satisfaction is a kind of positive feeling and general satisfaction of family, friends, educational environment, self, and living environment. Competition for high school seniors involves a wide range of stressors. Mental well-being reflects people's assessment of their living conditions. This type of assessment is comparable to a person's overall judgment about his or her quality of life. Individuals are likely to be able to assess their living conditions, lighten and weigh the importance of these conditions, and then evaluate their lives on a scale from satisfaction to dissatisfaction. This general cognitive judgment indicates life satisfaction. It is assumed that this judgment requires cognitive processing. For this reason, many studies pay attention to how these judgments are formed. Research on the process of forming satisfaction judgments has provided the basis for understanding the relationships between cognitive and emotional well-being. Accordingly, when people estimate their level of life satisfaction, they use emotional well-being as information, but this is only part of the information. The importance of this information varies in different cultures and individuals. Students ' differences, the type of response to academic stress, and the stress-coping style used by students explain students' satisfaction with their academic life and are of great importance. Satisfaction with academic life as a cognitive component of mental well-being reflects an individual's assessment of satisfaction with academic experiences or general judgments about individual life. Emphasizes the need for training in academic stress management programs by emphasizing the role of teaching a variety of coping styles for psychologists, counselors, and mental health professionals. In general, the present study was conducted to investigate academic life satisfaction among students with an emphasis on examining the relationship between coping styles with stress and academic life satisfaction. Methods: This is a descriptive-correlational research method whose statistical population includes all male and female students studying in the last year of high school and applicants to enter the university in the academic year of 1998-99 in the city of Kermanshah, which is 240 people as a sample. Statistically, they were selected based on a multi-stage sampling method. Subjects were asked to respond to a short version of the list of coping with stressful situations (Cohen et al., 2006) and the Academic Life Satisfaction Scale (Hebner, 1994). Results: The results showed that the relationship between problem-oriented coping style with satisfaction with academic life was positive and significant (p <0.05) and the relationship between emotional coping style and reactions with satisfaction with academic life was negative and significant (p <0.05). Conclusion: Considering the relationship between coping styles and satisfaction with academic life among students, officials must consider these psychological variables to achieve the ideal goals of education. The results of the present study, like many other studies, due to the use of self-report tools instead of studying actual behavior, may encourage participating students to use methods based on social approval and to confirm self-report scales from behavioral observation. And other clinical indicators have not been used. The present study was conducted among final year students and 17 to 20-year-old students in Kermanshah. Therefore, generalization of results to other populations should be done with caution. Another limitation of the present study is the unwillingness to answer questions, which also affected the results of the study. Based on the findings of the present study, it is suggested that longitudinal studies on the explanatory role of coping styles in the relationship between academic stressors, for researchers interested in this field of research, a research priority is important and central. It is considered. It is also suggested that to increase the generalizability of these results and re-examine the variables, these researches should be repeated in other cities of Iran, and in future research, the variables of gender, culture, and field of study among students should be studied. In this regard, and as mentioned earlier, experiencing the role of a student and striving for success in the entrance exam is associated with experiencing a wide range of stressors. One of the most important indicators for researchers interested in the quality of life and life satisfaction. Life satisfaction as a cognitive component of mental well-being reflects an individual's evaluation of specific aspects of life (for example, satisfaction with academic experiences) or general judgments about individual life. [ABSTRACT FROM AUTHOR]

Introduction: Attention Deficit Hyperactivity Disorder is one of the most common and challenging disorders in childhood and adolescence. The aim of this study was to evaluate the effectiveness of drug therapy on executive functions, behavioral problems and clinical symptoms of attention deficit / hyperactivity disorder. Methods: This experimental study was performed by measuring quarterly follow-up with two experimental and control groups (15 people in each group). Participants were matched by Purposive sampling method based on their level of intelligence and type of disorder. The psychotherapy group received medication daily for 12 weeks. Participants were assessed using the Swanson, Nolan, and Pelham Fourth Edition Scale to assess the clinical signs of ADHD, the College Neuropsychological Test to assess executive function, and the Rutterform Behavioral Problems Self-Report Scale. Multivariate analysis of variance (MANOVA) has been used to test the research hypotheses. Results: The results showed that there was a significant difference between the experimental group and the control group in all post-test variables of executive functions, behavioral problems and clinical symptoms and their components (P≤0.05). Conclusion: According to the results, it seems that drug therapy is an effective intervention to treat the mentioned variables. [ABSTRACT FROM AUTHOR]

Background and Aim Psychological factors play a significant role in the exacerbation of cardiovascular diseases. This study aimed to investigate the effectiveness of teaching emotion regulation skill (based on dialectical behavioral therapy) on cognitive emotion regulation and Quality of Life (QoL) of patients with cardiovascular diseases. Methods and Materials The present study has a quasi-experimental design with pretest-posttest and the control group. The statistical population of the study included all patients with cardiovascular diseases in Kermanshah City, Iran in 2018. Among them, 30 participants were selected by simple random sampling method. Then, they were randomly assigned to the two groups of experimental and control (each group 15 patients). We performed the intervention of excited ordering education based on dialectical behavioral therapy for the experimental group in eight 90-minute sessions, while the control group did not receive any intervention during this period. To collect study information, we used a short form of the emotional cognitive regulation questionnaire and MacNew Quality of Life Questionnaire. To analyze the data, we used the multivariate analysis of covariance in SPSS V. 20. Ethical Considerations The Research Ethics Committee of Kermanshah University of Medical Sciences approved this study (Code: IR.KUMS.REC.1397.39). Results The results showed that the scores of Positive Cognitive-Emotional Strategies and quality of life of cardiovascular patients after training of emotional regulation skills based on dialectical behavioral therapy in experimental group significantly increased in comparison with control group, and also Negative Strategies Scores were decreased (P<0.01). Conclusion Based on our positive study results, we recommend the therapists to use psychological treatments as complementary therapies for these patients. [ABSTRACT FROM AUTHOR]

Test anxiety is a common and important educational phenomenon that has a great influence on the performance and progress at different ages. The aim of this study was to investigate the role of perfectionism dimensions and goal orientation in predicting of test anxiety. The present study was descriptive and the type of correlation. The study population consisted of all male and female high school students, in the academic year (2014-15) in the city of Kermanshah. The study sample consisted of 134 schoolchildren (70 girls and 64 boys) who were selected using multistage sampling. The results showed that the negative perfectionism and test anxiety have a significant positive relationship. The components of mastery-avoidance and performance- Avoidance have a significant relationship with test anxiety (P<0/001). In comparison between girls and boys, there was no significant difference in the relationship between variables. In addition, the result of step by step regression analysis showed that the perfectionism and goal orientation variables with helped variable of gender predict nearly 50 percent the variety of test anxiety scores. It can be concluded that with awareness about the relationship between this variables with each other and effectiveness of these factors in the creation and the continuation of anxiety and also try to provide appropriate methods of teaching and learning new approaches , the field to reduce the negative structures in learning and increase educational progress. [ABSTRACT FROM AUTHOR]