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Background and Aim: The growing evidence of neurodevelopmental basis to schizophrenia has focused attention on the prenatal development of individuals who later develop the illness. Some previous studies carried out about cephalometry of schizophrenic adult patients showed different findings. This study aimed to compare cephalometric indices of schizophrenic patients with normal population. Method & Materials: In the current case-control study, we compared cephalometric indices of 195 schizophrenic patients with those of 198 normal comparison people who were matched for age, sex, height, weight and social status. Findings: The results demonstrated a significant difference between the two groups. The frequency of hyperbrachycephaly in schizophrenic group was significantly higher than in the control group (P < 0.05, X2 = 17.65), but this difference existed only between schizophrenic males and control males(P < 0.05, X2 = 14.42). Conclusion: Hyperbrachycephaly typically results from early closure of coronal suture. In general, the findings attract the attention toward the role of biologic and genetic factors in etiology of schizophrenia.

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Abstract Aim and Background: The aim of the present study was to evaluate the effect of neurofeedback training on reducing anxiety in people who attend a psychology clinic in Isfahan. Methods and Materials: Eighteen persons were randomly divided in control and test groups. The mean age of participants was 34.44. Then, before and after the training they were evaluated with kattel Anxiety test (1958). The neurofeedback training included 15 sessions of 30 minutes. Findings: The pre- and post test data were analyzed through co-variance (ANCOVA). Conclusions: The results confirmed the effect of neurofeedback on decreasing of anxiety (p < 0.001- Eta 2 = 0.70).

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Aim and Background: Aggression is common among adolescents all around the world. Therefore, the purpose of the present study was to examine the reliability and validity of the Aggressiveness Scale. Methods and Materials: The present descriptive and psychometric study was conducted on 607 students. The study subjects were selected from among 10-13-year-old students using multi-stage cluster sampling. All participants completed the Aggressiveness Scale and Harter&rsquo;s Academic Motivation Scale (to determine concurrent validity). Exploratory factor analysis, item-total score correlation, and reliability analyses were performed to examine the psychometric characteristics of the scale. In addition, the Samijima graded response model was used to determine the fitness of data and analysis. Findings: Factorial analysis showed that the Aggressiveness Scale is saturated by one factor and has satisfactory fitness scales. Aggression had significant relationships with academic motivation (-0.17), academic achievement (-0.41), school absenteeism (0.41), and discipline (-0.35) (P < 0.01). Cronbach&#039;s alpha coefficient of the scale was 0.82. The data related to question responses had a suitable fitness with the Samijima model and the test awareness function in the range of +0.8 to +3 was a characteristic continuum. The statistical analysis was performed in SPSS, EQS, and Multilog software. Conclusions: The Persian version of the Aggressiveness Scale had acceptable psychometric characteristics among adolescents. Therefore, it can be used as a valid instrument for psychological studies. Furthermore, preventing and reducing aggression, and informing families, managers, chancellors, and teachers regarding the symptoms and causes of this problem, and methods to resolve it are necessary.

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Aim and Background: This study was designed to determine the effect of unified transdiagnostic therapy on binge eating and difficulties in emotion regulation in patients with binge eating disorder. Methods and Materials: In this single-blind randomized controlled trial, the study population consisted of all women diagnosed with binge eating disorder in Kashan, Iran. Of those who went to the nutrition clinic in Kashan in the first half of 2015, 60 individuals of 19-52 years of age who were diagnosed with binge eating disorder were selected through purposive sampling and were randomly assigned to two groups in order to receive transdiagnostic therapy (n = 30) or remain on the waiting list (n = 30) for 12 weeks. The dependent variables were measured using the Binge Eating Scale (BES) (Gormally et al.) and Difficulties in Emotion Regulation Scale (DERS) (Gratz and Roemer). The collected data were analyzed using MANCOVA. Findings: After 12 weeks, compared with the control group, transdiagnostic therapy resulted in a significant reduction in binge eating (-8.46 ± 3.55 vs. -1.36 ± 1.90) (P < 0.001) and difficulties in emotion regulation results (-99.70 ± 33.91 vs. 15.43 ± 24.32) (P < 0.001). Conclusions: The behavioral component of unified transdiagnostic therapy focuses on the normalization of eating patterns, planning of meals, nutrition education, and culmination of the cycles of binge eating, and training of the individual to use smaller amounts of food regularly. Moreover, the cognitive component of this therapy focuses on coping with dysfunctional thoughts associated with binge eating. Generally, unified transdiagnostic therapy intervention had positive effects on binge eating disorder and difficulties in emotion regulation.

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Aim and Background: Mind wandering and deviation from attention to work at present is common among adolescents and has negative consequences. The purpose of this study was to compare metacognitive therapy and its techniques (attention training, Situational attention refocusing), and acceptance and commitment therapy on the mind wandering adolescents.
Methods and Materials: The research method was semi-experimental with pre-test, post-test and follow-up design and the statistical population included 20837 adolescent girls in second grade secondary schools of Karaj in the academic year 1396-1397. A randomized multistage cluster sampling method was used to select 70 people who had the lowest score in the amount of wandering mindedness based on the measurement tool of the wandering minds. They were randomly assigned to five groups based on the criteria of the research. they got. Metacognitive Therapy, Attention training, Situational attention refocusing and Acceptance and Commitment therapy during 10 sessions a weekly, 90-minute test was performed individually for experimental groups. The collected data were entered into SPSS-23 software and a statistical method to analyze data from mixed analysis of variance is used.
Findings: The results of mixed analysis of variance showed that all four treatments were effective in reducing adolescent mind wandering and the effectiveness of metacognitive therapy was more than other treatments (P <0.01). This effect was also sustained at the 3-month follow-up.
Conclusions: Meta-cognitive therapy enables the adolescent to communicate with their mind wandering in a different way so that they are able to separate themselves from the mind wandering.

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Aim and Background: Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems. They consider learning as an active process during which somehow take responsibility for it and, if faced with problems, try to figure out what they need to do to solve it. The aim of this study was to develop a self-regulatory model of learning based on successful intelligence and emotional adjustment with the mediating role of psychological well-being.
Methods and Materials: The research method was correlational and the statistical population of the present study was male and female high school students in Tehran. Four hundred and fifty-six of them were selected in a multi cluster sampling and were asked to complete the self-regulatory learning scale (SRQ-A), the Successful Intelligence Questionnaire, the Psychological Well-Being scale, and the Emotional Adjustment Scale (EAM). The obtained results were analyzed using AMOS software and path analysis method.
Findings: The results showed that emotional adjustment and successful intelligence mediated by psychological well-being predict positively and significantly (p <0.01) self-regulation of learning.
Conclusions: According to the results of the present study, it can be suggested that the higher the successful intelligence and emotional adjustment, the direct and mediated psychological well-being have a positive and significant effect on promoting learning self-regulation. Therefore, parents and educational authorities to strengthen academic self-regulation should provide rich environments to strengthen these three components.