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Aim and Background: The aim of this study was to investigate the effectiveness of the use of computers on learning prerequisite mathematical concepts and other cognitive concepts among children with autism. Methods and Materials: This was a quasi-experiment study with pretest and posttest and control group. The study population included 60 children with autism who were 6 to 14 years of age, and recieving training in the Isfahan Autism Center, Iran. From among them, 16 children were randomly selected and were matched based on the severity of their autistic symptoms. The subjects were randomly assigned to two control and experimental groups (n = 8). The participants in the experimental group received 6 months of intervention with the use of computers and applied behavior analysis (ABA) method. The control group only underwent the ABA. Subjects were evaluated in terms of comprehension of prerequisite mathematical and cognitive concepts using the researcher-made checklist. Data were analyzed using ANCOVA. Findings : A significant difference was observed between the two groups in terms of cognitive and prerequisite mathematical concepts (P = 0.009 and P = 0.001, respectively) in the posttest. Conclusions: It seems that the use of computers in combination with ABA method is effective in prerequisite mathematical and cognitive concepts learning among children with autism.

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Aim and Background: The present study aimed to investigate the role of meta-cognitive beliefs, personality type D, and psychological well-being in the prediction of symptoms severity in psoriasis. Methods and Materials : This was a descriptive correlational study. The research population consisted of all individuals who referred to skin clinics in Kermanshah, Iran, for the treatment of psoriasis in 3014. The participants consisted of 115 individuals who were selected through convenience sampling. Among the participants, 51 were men. After the completion of the Psoriasis Area and Severity Index (PASI) by a physician, the Type D personality scale, Ryff’s Psychological Well-Being Questionnaire, the Meta-Cognition Questionnaire (Cartwright Hutton and Wales) were completed by the subjects. Findings: Meta-cognitive beliefs and type D personality had a significant negative relationship with psychological well-being. Moreover, meta-cognitive beliefs and personality type D predict the severity of psoriasis symptoms through the reduction of psychological well-being. Conclusions: The enhancement of individual well-being in all its components through appropriate psychological training interventions can help to speed up the treatment of patients with this disease.

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Aim and Background: Obsessive-compulsive disorder affects all aspects of the lives of children and these effects are less considered in the health and clinical system, so the aim of this study was to determine the effectiveness of acceptance and commitment therapy on the severity of symptoms and Function of children with obsessive-compulsive disorder.
Methods and Materials: The present study was a quasi-experimental study with pre-test and post-test with 3-month follow-up and control group. The statistical population of the study included all children with obsessive-compulsive disorder aged 8 to 12 years in Esfahan in 2019, along with their mothers at the time of the study, of which 20 children with their parents, after an authentic psychiatrist or psychologist diagnosed them with obsessive-compulsive disorder and they obtained at least a score of 14 on the Children's Yale-Brown OCD Scale, were selected based on Purposive sampling method and randomly assigned into the experimental and control groups. The experimental group received acceptance and commitment therapy treatment for 10 sessions of individual, but the control group did not receive any intervention. Instruments used in the study included Children's Yale-Brown OCD Scale, Children's Global Assessment Scale and Child Obsessive Compulsive Impact Scale – Revised. To analyze the findings, inferential statistics methods of analysis of repeated measures were used.
Findings: Comparison of experimental group with control group showed that the symptoms of obsessive-compulsive disorder were significantly reduced in the experimental group compared to the control group and the improvement of children's overall function in the post-test and follow-up stages was confirmed (p≤.0.05). so that 71% and 63% of the changes in overall functioning and Total score of symptom severity are affected by acceptance and commitment therapy, respectively. But the effect of acceptance and commitment therapy on family and social functioning was not significant (P≥0.05).
Conclusions: Acceptance and commitment therapy is effective in reducing symptoms and improving overall function in children with obsessive-compulsive disorder.

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Aim and Background: Research has shown that bullying in cyberspace has negative consequences on adolescents' educational performance and there is an inverse relationship between emotional intelligence and bullying; therefore, the purpose of this study was to comparison of effectiveness of empathy training and social perspective-taking training on emotional intelligence of adolescents with cyber bullying.
Methods and Materials: This experimental study was conducted with a pretest-posttest design with control group and follow-up one month. The statistical population of this study included all the female students high school in Bushehr city in year academic 2018-2019 and 45 students were considered as the sample size in two experimental groups (each group of 15 student) and control (15 student). The experimental groups underwent empathy training (10 sessions 90 minutes) and social perspective-taking training (10 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data cyber bullying questionnaire of Antoniadou, Kokkinos and Markos (2016) and modified emotional intelligence scale of Schutte and et al (1998). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni).
Findings: The results of the study showed that both types of treatment in post-test and follow up had a significant effect on emotional intelligence of adolescents with cyber bullying (P<0.05). Also, social perspective-taking training had stronger effects than empathy training in improvement of emotional intelligence (P<0.05).
Conclusions: Based on the results of this study, it can be said that social perspective-taking training and empathy training can be used as a treatment to improvement of emotional intelligence in educational and therapeutic settings.