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Introduction: Bullying is one of the most common forms of violence in schools during adolescence. The aim of this study was to determine the effectiveness of "bullying control" training on bullying of female students.
Methods: The method of the present study was quasi-experimental with pre-test, post-test and follow-up with control group. The statistical population of this study included 320 high school students of Saadat School (District 1 of education in Qazvin province) in the academic year 2020-2021. Among them, 34 students were purposefully selected by considering the bullying scale score and inclusion and exclusion criteria and 17 people were divided into 2 groups by simple random method of lottery. The research instruments included a demographic questionnaire and the “Illinois Bullying Scale”. The content validity of the instruments was measured by qualitative method and the reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data were collected after performing 8 sessions of 90 minutes of training for the intervention group. Data were analyzed in SPSS .24. 
Results: The interactive effect of time and group on bullying (F=36.08, P=0.001, η2=0.530), victimization (F=15.93, P=0.001, η2=0.332) and fighting (F=19.05, P=0.001, η2=0.331) were significant at the level of 0.01.
Conclusions: Bullying control training is effective in reducing bullying, fighting and victimization of students. Therefore, it is recommended to apply the present education to other students in other schools and districts to reduce bullying and its consequences. 
 

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Introduction: Depression is one of the most common mental disorders and its growing prevalence among students has become a concern. The aim of this study was to determine the effect of "Teachers' Corrective Feedback" on the expression and mental vitality of female students with depression syndrome in high school in Kangavar city.
Methods: This research was a quasi-experimental study in which a pretest-posttest design with a control group was used. The sample of the study was 40 subjects who were among the female high school students with depression syndrome, receiving a score higher than the cut-off point of 18 out of 63 in the "Beck Depression Inventory II” of Kangavar city (Kermanshah province). Samples were selected by convenience sampling method and by simple random sampling method, they were assigned to the intervention groups of "Teachers' Corrective Feedback" (20 people) and control (20 people).
Demographic questionnaire, "Assertiveness Scale" and "Mental Vitality Scale" were used to collect data in the pretest and posttest stages for the intervention and control groups. Content validity was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. For the intervention group, they received "Teachers' Corrective Feedback" for 10 sessions of 90 minutes per session. During this period, the control group did not receive any intervention. Data were analyzed in SPSS. 24. 
Results: Analysis of covariance showed a significant difference between the two groups (P <0.01). In addition, the level of assertiveness and mental vitality of the intervention group increased significantly compared to the control group (P <0.01).
Conclusions: "Teachers' Corrective Feedback" has a positive and significant effect on the level of assertiveness and mental vitality of students with depression syndrome. It is suggested that teachers use "Teachers' Corrective Feedback" to increase the expression and mental vitality of female students with depression syndrome.
 

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Introduction: It is necessary to help students with writing disorders to recognize the factors that affect the creation of problems and improve them using different methods. The aim of this study was to determine the effectiveness of "Executive Function Training" on emotional self-regulation and test anxiety of female students with writing disorders
Methods: The research method is quasi-experimental and pre-test, post-test with control group. The statistical population included all female students with writing disorders who referred to the Rehabilitation Training Center for Special Learning Disabilities in Islamabad West Education Department in 2019, who according to the psychological counseling file, had writing disorders. There were about 129 of them. Samples were selected from 30 people by convenience sampling method and were randomly replaced by random assignment method using lottery in 2 intervention and control groups. Data were collected using a demographic questionnaire, “Written Expression Test”, “Emotional Self-Regulation Questionnaire” and “Test Anxiety Inventory”. Content validity was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. The intervention group received "Executive Function Training" for 10 weeks. In the pre-test and post-test stages, questionnaires were completed for both intervention and control groups. During this period, the control group did not receive any intervention and after the intervention, the relevant training course was held for them in the same center. Data were analyzed in SPSS. 24. 
Results: Significant differences were shown between the intervention and control groups in the post-test stage (P<0.01). The level of emotional self-regulation in the intervention group increased significantly compared to the control group in the post-test stage (P<0.01). In addition, the test anxiety of the intervention group was significantly reduced compared to the control group in the post-test stage (P<0.01). 
Conclusions: "Executive Function Training" has a positive and significant effect on the level of emotional self-regulation and test anxiety of female students with writing disorders. It is suggested that teachers use the above method to increase the level of emotional self-regulation and reduce the test anxiety of female students with writing disorders. 
 

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Introduction: Losing a parent/parents is a traumatic event and its short-term and long-term consequences reduce the mental health of teenagers. The aim of this research was to predict the parental bereavement experience based on attributional style in female students with the mediation of psychological well-being.
Methods: The research method was descriptive-correlation. The statistical population of this research included all single-parent female students of the second secondary school in Kermanshah city in the first and second semesters of 2019-2019, totaling 750 people. 283 students were selected by cluster random method and entered the study. To collect data from demographic questionnaire, "Grief Experience Questionnaire", "Attributional Style Questionnaire" and "Psychological Well-Being Scale-Revised" were used. Content validity of the instruments was measured by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Structural equation model and SPSS .24 and AMOS. 24 were used for data analysis.
Results: The indirect path coefficient between negative attribution style and bereavement (P<0.05, β=0.226) is positive and the indirect path coefficient between positive attribution style and bereavement (P<0.05, β=0.221) is negative and in the level of 0.05 was significant.
Conclusions: Positive and negative attributions predict bereavement with the mediation of psychological well-being. Therefore, it is suggested to strengthen the attributional style and psychological well-being of single-parent students in order to reduce bereavement in schools.
 

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Introduction: Social phobia is one of the most common psychological disorders, which is characterized by the fear of being in social situations and the fear and worry of being negatively evaluated by others. The purpose of this research was to determine the effectiveness of "Acceptance and Commitment Therapy" on rumination of anger and multidimensional body-self relations of female students of the secondary level with social phobia disorder in Ahvaz city.
Methods: This research was a semi-experimental design with pre-test, post-test and follow-up (60 days) with a control group. The statistical population of this research included all female students of the secondary level of Ahvaz city in the academic year of 2022-2023. The research sample included 60 people with known social phobia disorder, were divided by simple random sampling based on lottery into 2 intervention groups (30 people) and control (30 people). Research instruments include demographic questionnaire, "Anger Rumination Scale", "Multidimensional Body-Self Relations Questionnaire" and "Social Phobia Inventory". which was implemented at the level of 2 groups of subjects and in 3 stages of pre-test, post-test and follow-up. Validity of instruments using qualitative methods and reliability was measured by internal consistency method by calculating Cronbach's alpha. The experimental group had 8 sessions and each session lasted for 60 minutes as a group and weekly and based on the "Acceptance and Commitment Therapy". The data was analyzed by SPSS .23.
Results: "Acceptance and Commitment Therapy" is effective on anger rumination (P<0.01, F=21.07) and Multidimensional Body-self Relations (F>0.05, P=5.97) of female students of the secondary level with social phobia.
Conclusions: "Acceptance and Commitment Therapy” had a significant effect on reducing rumination of anger and Multidimensional Body-self Relations. It is suggested that counselors in school help to reduce the level of rumination of anger and reduce concern about students' body image by implementing "Acceptance and Commitment Therapy" in case of social phobia in students.