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Aim and Background: Aggression and low level of mood states are the problems which female students with depression suffer from them. Therefore, the aim of this study was to compare the effect of Positive Mindfulness Therapy (PMT), Mindfulness Based Cognitive Therapy (MBCT) and Cognitive Behavioral Therapy (CBT) on aggression and mood states in female students with depression. Methods and Materials: The research method was semi-experimental with pretest-posttest and control group. Out of 300 female high school students in Nain City in 2017, 60 participants were selected using purposeful method based on entry and exit criteria and randomly assigned into four groups (control, PMT, MBCT and CBT). To measure the dependent variables, the Aggression Questionnaire (AQ) and Brunel Mood Scale (BRUMS) were used. The group of PMT, MBCT and CBT received 12 sessions of treatment and the control group did not receive any treatment. The data were analyzed with the use of analysis of covariance (ANCOVA). Findings: Based on the results of ANCOVA, all three treatments had a significant effect on decrease of aggression and increase of mood states (p<0.01). Also, the effect of PMT was more than MBCT and CBT on reducing aggression (p<0.01), but the effect of three types of treatment on mood states was similar (p>0.05). Conclusions: Considering the more powerful effect of PMT compared to other two treatments in decreasing aggression and with the equal effects of three types of treatment on mood states, the use of these treatments is suggested for girl students with depression.

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Aim and Background: Interacting parents with their children can affect many psychological factors such as children's emotional regulation. The purpose of this study was to investigate the effect of parent-child interaction therapy on emotional regulation of fifth grade elementary girls with anxiety.
Methods and Materials: The present study was a semi-experimental design with pre-test-post-test design and follow-up with the control group. The statistical population of this study was all girls studying in the fifth grade of elementary school in the year 2017-2018 in Sirjan city. Thirty subjects were selected as a sample and randomly assigned to two groups of intervention (n=15) and control (n=15). Birmaher anxiety disorder questionnaire (1999) Shields and Sichati Excitement Scale (1997) were used. The parent-child-based treatment scheme used in this research was a conception derived from various studies in this field in 14 sessions of 60 minutes. Data were analyzed by variance analysis with repeated measures and dependent t at significance level of .05.
Findings: The results indicated a meaningful effect of a parent-child interaction-based treatment course on emotion regulation of female students (P<0.001).
Conclusions: In this regard, it can be said that, the main benefits of this type of therapy to improve the emotion regulation of children were as follows: the approach of parents to children through the game, the process of group work governing this program, and the support of parents to educate each other, encouraging the therapist to establish a strong relationship between parents and the child, reflecting their emotions and their excitement as well as offering feedback by doing homework at home.

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Aim and Background: Love is one of the most amazing emotions a person can experience, but at the same time, it can be one of the most painful emotions. Breaking up the romantic relationships has been accompanied with different negative physical and psychological responses such as depression, anxiety psychopathology, loneliness and self-blame. Current research has been done by the purpose of evaluating the effectiveness of compassion focused therapy on negative affect and self-blame in female students with failing in love.
Methods and Materials: Current study is a sort of semi-experimental research with pre-test and post-test So, among the female students with failing in love in Zahedan university of medical science (2017-2018), a sample of 40 students were selected and randomly arranged into experimental and control groups (n=20). All the subjects have completed the negative affect questionnaire in the pre-test stage. Then experimental group has been educating the compassion focused therapy for 8 sessions (each session lasted for 90 minutes), whereas the control group hasn't been receiving any intervention. In the end, both groups were evaluated and assessed again. The data were analyzed by Covariance analysis test.
Findings: The results of covariance analysis showed that compassion-focused therapy intervention reduced the scores of negative affect and self-blame in the experimental group compared to the control group (P≤0/01).
Conclusions: According to the results of the research compassion focused therapy could be utilized to decrease the negative affect and self-blame in female students with failing in love and its use is justified on the Iranian population.

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Aim and Background: Suicide is a complex social consequence and it is an increasing problem among female students, and many skills and interventions have been provided to prevent suicide. Therefore, the present study was conducted with the aim of determining the effectiveness of holographic treatment on social curiosity and academic vitality of female students attempting suicide.
Methods and Materials: The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.
Findings: The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).
Conclusion: The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.