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Aim and Background: Obsessive-compulsive disorder is one of common disabling disorders in adolescents. Many factors contribute to the emergence and maintenance of this disorder, among which cognitive constructs have recently attracted much attention. Therefore, the present study was aimed to predict obsessive-compulsive disorder in middle school students based on the components of mindfulness, cognitive emotion regulation strategies and coping strategies.
Methods and Materials: This study was descriptive and correlative study. The statistical population consisted of all middle school students in city of Tabriz in academic year of 1397-98. Finally, data of 357 students (200 girls and 157 boys) who had been selected as research sample through multistage cluster sampling method, were analyzed. The research data were collected by Obsessive–Compulsive Inventory-Revised (OCI-R, Foa et al. 2002), Kentucky Inventory of Mindfulness Skills (KIMS), the short 18-item version of Garnefski and Kraaij’s Cognitive Emotion Regulation Questionnaire (CERQ-short) and Endler & Parker's Coping Inventory for Stressful Situations (CISS). The collected data were analyzed using Pearson correlation coefficient and stepwise multiple regression analysis.
Findings: The findings showed that self-blame of cognitive emotion regulation strategies (r=0.159, p<0.01) and avoidance-oriented of coping strategies (r=0.058, p<0.01) have a significant positive relationship with obsessive-compulsive disorder. Acceptance without judgment (r=-0.151, p<0.01) and description (r=-0.103, p<0.01) of mindfulness components and task-oriented coping style (r=-0.073, p<0.01) have a significant negative relationship with obsessive-compulsive disorder. Finally, self-blame and Acceptance without judgment were able to explain 3.9 percent of the variance of obsessive-compulsive disorder in two steps.
Conclusions: Considering these results, for preventing adolescents ‘obsessive-compulsive disorder, paying attention to self-blame and acceptance without judgment variables is so necessary.

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Aim and Background: Based on embodiment cognition theory, mental or emotional states can be characterized through posture and gestural features. Bodily expression of emotion is a source of information in both expressive and receptive emotions, and we use it in our daily life. These social cues play an essential role in our social interaction and individuals with more capability of these social cues, are more successful in paralinguistic interactions. In the present study, we aimed to define the expressive postural positions to present six primary emotional states.
Methods and Materials: In the present study, we try to gather data in the second study. In the first study, a database of body posture was prepared. For this purpose, fifty theater players wear a face mask to conceal their facial emotional expression. After that, they try to represent six primary emotional states (sad, happy, fear, anger, disgust, surprise) through bodily position. After induction of emotional state through some respected scenario, a picture was taken from each position. In the second study, in a cross-sectional design, the taken pictures were rated by 321 participants in the case of the dependence of the posture to the emotional states. The rating scores were used for selection of the final postures.
Findings: The results found that bodily posture can convey emotional states. The female participants excel male in recognition of emotional states. The recognition of emotional states based on the postures was not age- and state- sensitive. It also showed that the experimental group compared with the control group, there was a significant difference between the frequency of correct and incorrect answers between the six body positions. In the sense that the number of correct answers in the experimental group was significantly higher than the control group. Also, the number of incorrect answers in the experimental group was significantly lower than the control group.
Conclusions: The emotional states can be recognized based on bodily expressions without considering facial emotional expressions. The player should learn and use their bodily expression for conveying the emotional states to viewers.

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Aim and Background: The present study was conducted to investigate the effectiveness of neuropsychological rehabilitation of executive functions on students' memory.
Materials and Methods: This research is semi-experimental using a computerized Wechsler working memory intelligence test prepared and compiled from the Farakhnai subscale of the Wechsler intelligence scale, which was used to measure working memory. The statistical sample consisted of 20 high school students who were randomly selected from high school boys in Varamin in the academic year of 1400-1999 in public high schools in mathematics, experimental and human subjects. The subjects were in two control groups (10 subjects) and the experiment (10 subjects) were randomly replaced.
Findings: Neuropsychological rehabilitation of executive functions is effective in improving students' auditory memory/forward repetition, auditory memory/reverse repetition, visual memory/forward repetition, visual memory/reverse repetition, auditory memory, visual memory, and auditory memory span. Visual memory of students is not effective. Also, there was a statistically significant increase in the average score of all dimensions of working memory from the time before the intervention to the follow-up period, and only in the visual dimension / reverse repetition of the average before the intervention (p≤0.001).  There was no significance between the two means (p≥0.001).
Conclusion: In general, the results show the effectiveness of neuropsychological rehabilitation of executive functions on students' memory