مجتبی عقیلی

Objective: Drug addiction is one of the four worldwide crises of the third millennium, at the forefront of risks and societal ills, and one of the most severe challenges confronting today's societies, particularly ours. The purpose of this research was to assess the efficacy of mindfulness on drug craving, stress, and cortisol levels in Mashhad-based males who used crystal meth. Method: Pre- and post-tests with a control group were the sort of quasi-experimental study used. The statistical population comprised all males who used crystal meth, which was sent to the Ofogh Rah-e Sabz addiction treatment clinics in Mashhad, from which 30 participants were randomly assigned to the experimental and control groups using accessible sampling methods (15 people in each group). They answered the Holmes and Rahe stress questionnaire in addition to the Somoza et al. cravings questionnaire. And their urine was examined to determine cortisol levels. The experimental group got eight sessions of mindfulness treatment, whereas the control group received no treatment. Multivariate analysis of covariance was used to examine the research data. Results: The findings indicated that mindfulness lowered cravings and stress while increasing cortisol levels (p<0/001). Conclusion:According to the results, mindfulness-based interventions may be utilized with medical therapy for methamphetamine addicts.

Objective: This study aimed to investigate the effect of Acceptance and Commitment Therapy (ACT) on goal orientation and feeling of inferiority in individuals with physical-motor disabilities. Methods: This study utilized a quasi-experimental methodology. The statistical population consisted of all students with physical-motor disabilities in Kalaleh County (n = 517). Among them, 30 students were selected as a sample using a convenience sampling method. After explaining the purpose of the research and signing the consent form, they were divided into two groups of 15: the experimental and control groups. The experimental group participated in eight ACT training sessions (one 60-minute session per week), while the control group only answered pretest and posttest. For this purpose, Elliot and McGregor's Achievement Goal Orientations Scale (2001) and Eysenck's Feelings of Inferiority Questionnaire (1976) were used. Results and Conclusions: The findings indicated the effect of ACT-based training on mastery-approach goal orientation and feeling of inferiority in students with physical-motor disabilities. Examining the means showed that the mastery-approach goal orientation increased, and the feeling of inferiority decreased after ACT.