---

Background and Aim: Mood Bipolar Disorders(BD) are associated with unstabilities in patients' interpersonal interactions which in the long term may result in impairments in their social adjustment. Problem solving skills training, both in individual and group settings have been found effective on improving social adjustment. However, few studies have evaluated the efficacy of such approaches in social adjustment of patients with BD. This study was carried to assess the efficacy of problem solving skills training in the group setting on improvement of social adjustment in patients suffering BD. Method & Materials: Participants were 45 female patients with BD, aged 25-30 year old who were randomly selected among patients referred to rehabilitation centers of Isfahan in 2006. Participants were randomly assigned to two intervention and one control groups. In the first intervention group only patients received the education but in the second one along with patients, family members separately received the training too. No training was performed for control group. BD diagnosis was confirmed according to two psychiatrists' and the author's diagnostic interviews. In all three groups patients remained on their medications during the study. Wineland Social Adjustment Test were administered to the three groups before the intervention and then interventions groups received problem solving skills training by Hawthorn method in ten sessions. Wineland Social Adjustment test were again administered to patients of the 3 groups after the last intervention session and also later as a follow up post-test. Data were analyzed through SPSS-software using ANCOVA tests. Findings: After intervention, social adjustment mean scores were significantly higher in both intervention groups than in the control group (P Conclusion: Group problem solving skills training can improve social adjustment in patients with BD. This intervention can be considered as a part of these patients' treatment protocol in the long term.

---

Normal 0 false false false EN-US X-NONE AR-SA MicrosoftInternetExplorer4 Aim and Background: This research examined the relation between mother's depression score and the student's emotional intelligence score in deaf and hearing students. Method and Materials: This was a descriptive-analytic study. The sample consisted of 30 deaf and 30 hearing three grade students from a junior high school and their mothers in Isfahan city. Students were administered Emotional Intelligence Questionnaire, and their mothers completed Beck depression questionnaire. Data was analyzed by SPSS software, using t independent test, and Pearson's correlation test. Findings: T-test results between emotional intelligence of deaf and hearing students showed that, only in optimism factor there was significant difference between two groups. t test results between mother's depression score of two groups delineated that, there was significant difference between them. And mother's depression score of deaf students was more. Correlation results revealed that mother's depression score was correlated to emotional intelligence in two groups. Conclusions: Results of this study showed that depression score of mothers is related to the student deafness while mothers' depression is related to emotional intelligence. Finally results demonstrated mother's depression score is related to decreased emotional intelligence of deaf students, while mother's undepression score is related to increased emotional intelligence of hearing students.

---

Aim and Background: Meta-cognition is one of the high cognitive processes of brain which has positive relationship with other cognitive capacities and can be considered as a predisposing factor in most of psychopathologies. the aim of present study was to examine the relationship between meta-cognition with anxiety and depression in mothers of children with attention deficit and hyperactivity disorder (ADHD) compared with mothers of normal children. Materials and Method: this is a descriptive-analytic cross sectional study. The populations of this study were the mothers of 7-12 years old children who lived in Isfahan in 2011. 50 mothers of children with ADHD and 50 mothers of normal children were chosen through purposive sampling and were assessed by means of Wells and Cartwright meta-cognitive beliefs Questionnaire, Spielberger Anxiety Questionnaire, and Beck depression inventory- II.   Findings: data analysis showed that there is a significant difference in anxiety and depression between two groups of mothers with ADHD children and mothers of normal children when the age is controlled and the first group had more depression symptoms. The mean of meta- cognition scores in these two groups was not significantly different. Anxiety was correlated with depression and meta- cognition in both groups(p= 0.01). Conclusion: Psychological health of mothers of children with ADHD is less than mothers of normal children, and taking a systemic approach in solving problems of such families can be useful.

---

Abstract Aim and Background: The purpose of this study was to compare vitality, marital adjustment  and difficulties in cognitive – emotional regulation in parents of deaf children and normal children. The research design is descriptive and comparative. The study population consisted of all parents of students with deaf and normal boys and girls. Study group of 50 parents of students with deaf and a comparable group of 50 parents are normal. Methods and Materials: Method of sampling is random. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, and multivariate analysis of variance, Pearson’s Correlation Coefficient and regression analysis. The research instrument was Deci& Ryan validity questionnaire (1977), Spiner Marital adjustment questionnaire (1978), Inventory difficulties in cognitive – emotional regulation (2004). Findings: The results indicate that there are significant differences between the two groups in vitality, marital adjustment and difficulties in cognitive – emotional regulation. Conclusions: According to the present findings, can be concluding that the reduction of difficulties in cognitive – emotional regulation can be increased emotional satisfaction and vitality in the group of parents with deaf children.

---

Abstract Aim and Background: Dynamic Psychotherapy is based on the principle that emotional expression is a important dimension of psycho health and psycho trauma is related with deficit in emotional expression. Therefore, in this research it has been tried to study efficacy of anxiety regulation short-term dynamic psychotherapy for increase emotional expression in Social Phobia. Methods and Materials: This clinical study was carried out on patient referring to Ferdowsi university clinical center in framework of single case by using multiple baseline in 20 sessions with a follow-up period of 3 months. Instrument was included SCID, GAF, SPIN and EEQ. Visual analysis and percent of improvement were used for analysis if the data. Findings: Treatment created considerable increase in emotional expression (63%) and improved the social phobia symptoms of patient (66%) and results of treatment continued up to follow-up period. (71%, 69%). Conclusions: anxiety regulation short-term dynamic psychotherapy has appropriate efficacy for increase emotional expression & treatment of Social Phobia Disorder.

---

Background and aim: The problem of emotional regulation is one of the problems faced by students with dyslexia. The aim of this study was to investigate the effectiveness of psychodrama on emotion regulation of students with dyslexia. Method: This study was quasi-experimental with pre-test, post-test and control group design. The statistical population included all students with dyslexia who were studying in public schools of the five educational regions of Isfahan city during 2015-2016. Multistage random sampling was used for the selection of the sample. The Reading & Dyslexia Test (RDT) were administered to identify learning disabilities in the students and 30 students with dyslexia were selected and randomly assigned to experimental (n=15) and control (n=15) groups. The intervention for the experimental group included 12 sessions each lasted 25 minutes. In this study, the Cognitive Emotion Regulation Questionnaire (CERQ), Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) and Reading & Dyslexic Test (RDT) were used. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Findings: The findings indicated that the psychodrama training program significantly influenced emotion regulation of students with dyslexia (p<0.0001). Conclusion: The results showed that psychodrama training program is effective in emotion regulation of students with dyslexia. So, students after receiving this approach, in addition to reducing negative emotions and improving the regulation of positive emotions also improved in other areas such as interpersonal and social behaviors. Therefore, focusing on emotional regulation skills as an important factor in the continuity of learning disorders can be useful in designing preventive interventions and reducing the incidence of psychological disorders.