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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 energy depletion in children with ADHD can have good results on daily functioning. Therefore, the aim of this study was to the Effectiveness Floor Time Play Therapy on Emotion Management, Self-Control, and Executive Functions in Students with ADHD.
Methods and Materials: The method of the present study is a quasi-experimental type of pre-test-post-test-multi-group follow-up plans with a control group. Counseling centers in Arak, 24 subjects were selected by purposive sampling method and considering the criteria for entry and exit to the research and were randomly assigned to experimental and control groups, both research groups at the beginning of the intervention (Floor Time play therapy), Completion of the intervention and two months after the end of treatment were evaluated. Research instruments included the Child Emotion Management Skills Questionnaire Ziman et al. (2001), the Perceived Self-Control Questionnaire Humphrey Children (2000) and Children and Adolescents Executive Performance Scale Barclay (2012). Data were evaluated using repeated measures analysis of variance.
Findings: The results showed that Floor Time play therapy had a significant effect on emotion management, behavior control and executive functions (P≤0.001).
Conclusions: It seems that Floor Time play therapy can be considered as an effective intervention to improve executive functions, control behavior and emotion management in children with attention deficit hyperactivity disorder.

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Aim and Background: Studies have shown that academic anxiety is affected by various factors, so the purpose of this study is to investigate the relationship between academic anxiety and executive functions and academic engagement.
Methods and Materials: The method of the present study was descriptive-correlational and the statistical population of the present study is high school students in Hamadan, which was selected using a multi-stage cluster method and Cochran's table of 400 people. Were. The research instruments included the Ahvaz Anxiety Scale Questionnaire, the Pintroch Academic Conflict Scale Questionnaire and the Kolich Executive Function Questionnaire.
Findings: The results showed that there is a positive and significant relationship between academic anxiety with deficits in executive functions and a significant negative relationship between academic anxiety and academic involvement.
Conclusions: It seems that executive functions and academic engagement can be useful in predicting academic anxiety. In this regard, in order to increase the external credibility of the research, it is suggested that more research be done.

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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.
 

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Aim and Background: Today, one of the achievements of the family institution and one of the factors threatening the foundation and center of the family is the conflicts that occur in the relationship between couples. Therefore; the aim of this study was to determine the effectiveness of localized couple therapy based on marital burnout of conflicting couples in Kermanshah.
Methods and Materials: The research method was quasi-experimental with pretest-posttest design and follow-up with the control group. The statistical population included all couples who referred to Kermanshah Transplant Counseling Center. Statistical sample consisted of 20 conflicting graft pairs that were selected by available sampling method and randomly assigned to experimental and control groups. The research instrument was the 21-item Marital burnout Inventory (CBM) questionnaire. Analysis of variance with repeated measures with SPSS software version 25 was used to analyze the data.
Findings: The results showed that there is a significant difference between the pre-test-post-test and pre-test-follow-up stages, which indicates the effectiveness of reality-based education on marital burnout of conflicting couples.
Conclusions: It seems that localized couple therapy based on reality therapy has an effect on marital burnout. It is recommended to do similar research with more samples to increase the external credibility of the research.
 

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Aim and Background: Autism disorders are neurodevelopmental disorders that are characterized by problems in communication and social interactions, behaviors, interests and limited and repetitive activities. The purpose of this research was to study Comparing the effectiveness of Anat Baniel's Method for Neuro -motor intervention and The Son- Rise Program on social interactions and stereotyped behavior of children with autism.Anat Baniel's Method is the Neuro -Movement therapy.
Methods and Materials: This research was a semi-experimental study with pre-test-post-test with control group design. The statistical population includes all children with autism in the age of 4-10 years who referred to the autism centers of Khomein in 2021. From the statistical population, the number of 30 children with autism disorder and the conditions of entry into the research were included in the study with the purposeful sampling method, then they were randomly divided into two experimental groups and a control group of 10 people in each group. GARS-2 test (Gilliam Autism Rating Scale) test was used to collect information as a pre-test and post-test. The data were analyzed using Shapiro-Wilk tests and multivariate covariance analysis at a significance level of 0.05.
Findings: The findings showed that there was a significant difference between the mean of stereotyped behavior (p<.001, η=.68) and social interaction (p= .001, η=.90) in the experimental and control groups. Also, the findings showed that the Son-Rise program is significantly more effective in improving the social interactions of children with autism disorder than anat baneil's neuro-motor intervention.
Conclusions: Evidence was found to support Anat Baniel's Method (ABM) of neuro-motor therapy and the Son-Rise program in the post-test have led to the reduction of stereotyped behavior and improvement of social interactions of children with autism disorder and the Son-Rise program has been more effective in improving the social interactions of these children

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Aim and Background: Considering that anxiety, especially test anxiety, has a decisive role in people's learning and performance, the investigation of factors affecting it has been discussed by researchers, therefore; The aim of the current research is to provide a model of exam anxiety based on thinking styles and learning styles with the mediation of academic self-efficacy.
Materials and Methods: The current research method is descriptive and correlational. For the research, a sample size of 400 people was selected in a multi-stage cluster. To collect information from Ahvaz Anxiety Scale Questionnaire, Learning Styles Questionnaire (ILS), Sternberg and Wagner's list of thinking styles and Scherer's general self-efficacy questionnaire were used. Path analysis method and Imus program were used to analyze the findings.
Findings: The results of the path analysis showed that learning styles and thinking styles play a predictive role on test anxiety with the mediation of self-efficacy.
Conclusion: It seems that the presented model has a good fit and both learning styles and thinking styles have a decisive role on exam anxiety with the mediation of test anxiety.

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Aim and Background: One of the most important concerns of education today is to increase the quality of learning in students and solve their learning problems. Among the factors that can be effective in this field is procrastination. Based on this, the aim of the current research was to compare the effectiveness of creativity training and learning strategies training on optimism and adaptive social performance of procrastinating female students.
Materials and Methods: The present study was a semi-experimental study with a pre-test-post-test design with a control group and a follow-up period. The statistical population included all second high school female students of Arak city in the academic year of 1998, numbering 13,700 people. Out of this number, 60 students whose academic procrastination score was low were selected by purposeful sampling and randomly assigned to three groups, two experimental groups and one experimental group (20 people in each group). The first experiment group received the research educational intervention including the creativity training program based on the Pirkhafi model (2013) and the second experiment group received learning strategies training based on the Kerami and Amirtimori model (2013). In this research, procrastination, optimism and adaptive performance questionnaires were used. Also, multivariate covariance analysis was used to analyze the data..
Findings: The results of the analysis showed that in the field of creativity training and learning strategies training, there is a significant difference between the experimental and control groups in the level of academic vitality and self-efficacy, and there is also a significant difference in the comparison of the effectiveness of the training in favor of creativity training (p≤0.001).
Conclusion: The results of the present study indicated that teaching creativity and learning strategies promotes optimism and adaptive performance in procrastinating female students

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Aim and Background: Caregivers of individuals with schizophrenia play a crucial role in providing support and assistance to their loved ones who are grappling with the challenges of schizophrenia. These caregivers often shoulder important responsibilities such as medication management, providing emotional support, and assisting with daily tasks. However, caregiving for individuals with schizophrenia can also be challenging and stressful, leading to emotional distress. Therefore, the aim of this study was to investigate the effectiveness of family-centered therapy (FCT) on the psychological capital of caregivers of schizophrenic patients.
Methods and Materials: This study employed a semi-experimental design with pretest-posttest control group and three-month follow-up. The study population consisted of caregivers of schizophrenic patients attending Imam Hossein Hospital. Thirty caregivers were selected using convenience sampling and were then systematically assigned to either the experimental or control group. Two participants in the experimental group withdrew during the intervention sessions, resulting in a reduction in the experimental group to 13 participants. The experimental group underwent twelve 60-minute sessions of FCT intervention once a week. Data were collected using the Luthans Psychological Capital Questionnaire (2007) and analyzed using mixed analysis of variance.
Findings: The mean psychological capital of caregivers who received family-centered therapy intervention showed improvement compared to the control group at posttest and follow-up stages (p<0. 001).
Conclusions: Consequently, this study demonstrates the significant positive impact of family-centered therapy on the psychological capital of caregivers of schizophrenic patients. The findings highlight the effectiveness of this therapeutic approach in enhancing the well-being and resilience of caregivers in coping with the challenges of schizophrenia caregiving. These results underscore the importance of incorporating family-centered interventions in comprehensive caregiving and support provided to caregivers, ultimately enhancing their psychological well-being and capacity to cope with caregiving demands.                       
 

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Aim and Background: The present study was conducted with the aim of investigating the psychometric indicators of Burt & Donnellan's antisocial behavior questionnaire in Iranian adolescents.
Methods and Materials: The research method was a descriptive-correlation type. The statistical population included all high school students in Shiraz. A sample of 567 (342 girls and 22 boys) students was selected by multi-stage cluster sampling. The measurement tools were Burt & Donnellan's (STAB) antisocial behavior questionnaires, Aquino and Reed's moral identity, and Flores-Camacho et al.'s (BSVT-11) tendency to revenge. The data was analyzed using SPSS-24 and AMOS-24 software. In order to analyze the data, exploratory factor analysis and principal components method using varimax rotation were used.
Findings: The findings showed this questionnaire consists of three components: physical aggression, social aggression, and breaking the law. In order to measure the three-factor structure, confirmatory factor analysis was used and findings showed the fit indices of the three-factor model of antisocial behaviors have an acceptable fit with the data. Cronbach's alpha coefficients had acceptable values. Finally, in order to examine the divergent and convergent validity, the simultaneous implementation of the questionnaires of moral identity and tendency to revenge was used. The findings showed the current questionnaire has a negative and significant relationship with the moral identity questionnaire and a positive and significant relationship with the tendency to revenge.
Conclusions: As a result, it can be said the current questionnaire has adequate reliability and validity and can evaluate antisocial behavior and its components in Iranian culture and society. Also, this questionnaire can be used in various educational and research situations.