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Aim and Background: Antisocial behaviors occur in a wide range and cause different psychological, social and familial pathologies. Different methods were used to reduce antisocial behaviors. The aim of this research was to study the metacognitive components in antisocial youth of Urmia Central Prison and the effect of metacognitive components instruction in reduction of antisocial behaviors. Methods and Materials: In this quasi-experimental study 30 young adults with antisocial personality disorder in Urmia Central Prison were selected randomly. They were randomly classified in case and control groups. After Wells and Cartwright-Hatton metacognitive inventories were completed by the two groups, metacognitive components were instructed in 8 sessions to the case group. The post-test was conducted on all subjects. Finally the case group was investigated in different situations by a checklist prepared by the researchers. The data was analyzed using t-test, covariance analysis and chi-square test. Findings: Data analysis showed that metacognitive components in antisocial youth were disordered. They also indicated that instruction could significantly correct the problems (P < 0.05). In addition, there was a significant difference in metacognitive dimensions among the case and control groups in post-test (P > 0.01). Conclusions: These results showed that metacognitive dimensions of antisocial youth are disordered and instruction of metacognitive dimensions has positive effect in their behavior correction.

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Aim and Background: Inability in cognitive processing, emotional awareness, and emotion regulation is called Alexithymia. The alexithymia is a common problem among people. The purpose of this study was to determine the effect of emotional regulation instruction on alexithymia of high school students.

Methods and Materials: The research method was a semi-experimental design with pre-test and post-test with control group. The statistical population of this study included all female secondary high school students of Neyshabur who studying in the academic year of 2017-18. Among 20 high school students, 30 subjects were selected clustered sampling method and assigned in two control group (n=15) and experimental group randomly (n=15). The intervention program was conducted in 8 sessions of 90 minutes, weekly for the experimental group and the control group received was in wait list. Data were analyzed using covariance analysis

Findings: The findings of the study showed that emotional regulation training reduced alexithymia (p<.001).

Conclusions: To explain the above results, it can be said that are affected by the emotional ordering of individuals, so that the training of emotional regulation skills reduces alexithymia.