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Aim and Background: Burnout in couples is a gradual and rarely sudden process in which intimacy and love are gradually faded and general fatigue becomes evident. Therefore, the aim of this study was to investigate the effectiveness of reality therapy training on marital burnout in couple with marital conflicts.
Methods and Materials: This experimental study was conducted with a pretest-posttest design with control group and follow up 45 days. The statistical population of this study included all the couple with marital conflicts refer to counseling centers in Karaj city in year 2019-2020 and 14 couple with marital conflicts were considered as the sample size in one experimental groups (7 couple) and control (7 couple). The experimental groups underwent reality therapy training (12 sessions - 90 minutes), but the control group received no training and remained in the waiting list. To collect data marital conflicts questionnaire (MCQ) of Barati and Sanaee (1994) and marital burnout questionnaire (MBQ) of Pines (2003). Data analysis was performed using SPSS-24 software in two sections: descriptive (mean and standard deviation) and inferential (analysis of variance with repeated measures and Bonferroni).
Findings: Results indicated that reality therapy training, significantly decreased marital burnout in couples, and the results have had enough consistency in the follow-up period, as well (P<0.05).
Conclusions: Based on the results of this study, it can be said that reality therapy training can be used as an intervention option in decreasing marital problems.

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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.

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Aim and Background: Research has shown that resolving interpersonal conflicts is as important as social relationships, especially between couples; therefore, the present study aimed to predict the pattern of conflict resolution styles based on differentiation, cognitive flexibility with mediating the role of compassion in young men and women with conflict.
Methods and Materials: This study was a descriptive correlational study. The statistical population included men and women with marital conflict in kashan. The sample of this study consisted of 393 couples with marital conflict who were selected by convenience sampling and included in the research questionnaires including the conflict resolution skills (Strauss et al. 1990), self-compassion (Nef, 2003), cognitive flexibility questionnaire (Dennis and Vander Wal, & Jillon, 2010) and differentiation of self-inventory (skowron and Schmitt, 2003). The research data were analyzed by path analysis and structural equations by AMOS statistical software.
Findings: The results showed that the proposed model has a good fit and self-compassion can play a mediating role between flexibility and negotiation conflict resolution style and psychological aggression as well as between self-differentiation and negotiation conflict resolution styles and physical aggression (P ≤ 0.001).
Conclusions: Given the effects of marital conflict on couples, families and society, identifying the variables involved in this important can provide a basis for planning to prevent and treat destructive styles of marital conflict resolution and it seems that self-differentiation and self-compassion is one of the effective variables in improving the conflict resolution techniques used in men and women with marital conflict.

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Aim and Background: The incidence of generalized anxiety disorder causes serious damage to people's cognitive, communication, and social processes and increases anxiety and depression. The current study aimed to compare the cognitive-behavioral and integrated transdiagnostic therapies effectiveness on depression and anxiety symptoms in adolescents with generalized anxiety disorder.
Methods and Materials: The current research was quantitative and semi-experimental with a pre-test-post-test design and a 2-month follow-up with the control group. The statistical population consisted of all adolescents with a generalized anxiety disorder who were referred to the counseling centers of Khorramabad city. Among them, 45 eligible adolescents were included in the study with the convenience sampling method and randomly divided into two cognitive-behavioral therapy, unified transdiagnostic therapy groups, and a control group. To collect data, the depression, anxiety, and stress scale (DASS) (Laviband and Laviband, 1995) was used. Likewise, analysis of variance with repeated measures and Bonferroni's post hoc test were used for data analysis.
Findings: The results of data analysis revealed that cognitive-behavioral therapy had a significant effect on reducing depression and anxiety (p<0.01), however, unified transdiagnostic therapy was effective in reducing depression and anxiety symptoms (p<0.001). Likewise, no significant difference was observed between the two groups of cognitive-behavioral therapy and unified transdiagnostic therapy on the reduction of depression and anxiety symptoms.
Conclusions: Based on the findings, there is no significant difference between the effectiveness of the two methods. These two treatment approaches can be used as effective interventions for depression and anxiety of adolescents with generalized anxiety disorder.

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Aim and Background: Mothers' negative perfectionism has a wide range of negative effects on children, but the role of this trait on creativity is not yet clear; therefore, the aim of this study was the mediating role of academic motivation in the relationship between mothers' negative perfectionism and creativity of second grade elementary school students.
Methods and Materials: The research method was descriptive-correlation. The statistical population was all students of the second year of elementary school in Dilijan in 2021 with their mothers, totaling 2,642 people. From the mentioned society, 335 student-mothers were selected as a sample by random cluster method. The creativity questionnaire of Mohammadyari et al. (2005) and The Elementary School Motivation Scale of Guay et al. (2005) were completed by the students and the Besharat Multidimensional Perfectionism Scale (2006) was completed by the mothers. Data analysis was performed using regression analysis and SPSS26.
Findings: The results showed that while confirming the direct effect of negative parental perfectionism on the creativity of elementary school students, the mediating role of external regulation and intrinsic motivation in this relationship can be confirmed (P<0.001).
Conclusions: According to the findings, in order to increase students' creativity, it is necessary to focus on reducing mothers' negative perfectionism. If mothers are unwilling to cooperate, the negative effects of parental perfectionism in this field can be reduced by increasing students' academic motivation