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Objective: This study aims to compare the effectiveness of Intensive Short-Term Dynamic Psychotherapy (ISTDP) and Acceptance and Commitment Therapy (ACT) enriched with compassion in altering dysfunctional communication beliefs among women seeking divorce. Methods: Statistical population of this study consisted of all women seeking divorce in District 4 of Tehran city in the year 2021, who were selected from counseling centers supervised by the Organization of Psychology and Welfare through convenience sampling. Next, Eidelson and Epstein’s (1982) Communication Beliefs Questionnaires were distributed for completion, and 45 individuals who scored high on these scales were selected as the sample and randomly placed into two experimental groups and one control group (each group consisting of 15 individuals). For data analysis, descriptive statistical methods (frequency indices, mean, and standard deviation) and inferential statistics (multivariate repeated measures analysis of variance) using SPSS-24 were employed. Findings: Results indicated no significant difference between the ISTDP and ACT enriched with compassion in altering dysfunctional communication beliefs. Both groups showed improvement compared to the control group, but no significant difference was noted between the two in terms of effectiveness. Conclusion: Both ISTDP and ACT enriched with compassion are effective in reducing dysfunctional communication beliefs among women seeking divorce, with no significant difference in effectiveness between the two. This suggests that both therapeutic approaches can be beneficial in this context. Future research should consider broader and more diverse samples, longer follow-up periods, and comparisons to active control groups to further understand the sustained impact and efficacy of these therapies.

In the literature of school leadership, two perspectives often conflict. The first is a rational perspective that focuses on the truth-seeking and truth-accepting nature of humans, while the second is a political perspective based on the premise that different groups within a school have varied interests and desires, which they pursue through power struggles. This research aimed to examine these two perspectives in schools to determine which can explain the mechanisms of the school. To achieve this goal, an explanatory mixed-methods strategy was employed. In the first phase of the research, quantitative data were collected to compare and measure the effectiveness of school principals in regular and gifted schools in Kashan. For this purpose, one exemplary school and eight public (regular) schools were selected using stratified sampling. The quantitative data collection tool was Parsons' standard questionnaire for school management effectiveness. The results of the quantitative phase indicated that the management of exemplary schools was more effective than that of public schools. In the second phase, a phenomenological strategy was used to explore whether public school principals accepted that these findings could be utilized in educational policy-making. In this section, eight public school principals were selected and interviewed. The results showed that none of the public school principals, contrary to the assumptions of the rational perspective, accepted these findings, and they employed various political strategies to defend their performance. These findings suggest that the political perspective can explain many realities of school management.