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Objective: One of the most common childhood disorders is attention deficit-hyperactivity disorder (ADHD). The objective of the present study was to compare the effectiveness of child-parent relationship trianing and Barkley’s parent training in behavioral-emotional problems of children with ADHD.Methods: The research method was quasi-experimental with pretest-posttest and follow-up. The statistical population of the study included all mothers with a son with ADHD. These mothers’ children were studying in one of the primary schools in Ahvaz in the academic year 2021-2022. They were selected through random clusters sampling method and randomly were assigned to child- parent relationship therapy (n = 15), Barkley's parent training (n = 15) and control (n = 15) groups. Moreover, Clinical interview, Children’s Behavior Checklist and SNAP-IV training Scale were instruments of collecting data. Achenbach Behavior Scale was used to collect data. The child-parent relationship group participated in ten 60-minute sessions; the Barkley’s parent training group participated in fifteen 60-minute sessions. However, the control group did not receive any intervention. Data were analyzed using mixed analysis of variance using SPSS software (version 25).Results:  The results of intragroup effects showed that child-parent relationship therapy and Barkley’s parent training were effective in the behavioral-emotional problems in the posttest phase (P < 0.05); they reduced children's emotional-behavioral problems. However, the effects were not sustained (P < 0.05). In addition, there was no significant difference between the effectiveness of child-parent relationship therapy and Barkley’s parent training in children's emotional-behavioral problems (P < 0.05).Conclusion: According to the results of the study, child-parent relationship therapy and Barkley’s parent training were effective in emotional-behavioral problems of children with ADHD. Therefore, clinical psychologists and counselors are recommended to use these methods to reduce emotional-behavioral problems of children with ADHD.

This research was conducted to compare the effectiveness of reality therapy and emotion-oriented therapy on the symptoms of love trauma in women with love failure. This study was a type of applied and quasi-test research using the pre-test-post-test plan with a follow-up test. The statistical population of the research was all the people who were referred to Aramandish and Chaman clinics in Tehran in 2022, 45 people were selected as a statistical sample based on purposeful sampling. 15 people were in group experiment 1 (reality therapy), 15 people were in experiment 2 (excitement) and 15 people were in the control group. The data collection tool was Love Trauma Inventory (LTI), Rosse (1999). Data analysis was done through the analysis of variance tests with repeated measures. The findings showed that reality therapy and emotion-oriented intervention have a significant effect on the symptoms of emotional failure. The results also showed that there is no significant difference between the two groups of experiments 1 and 2 (reality therapy and emotional therapy). Therefore, it can be concluded that both reality therapy and emotion-oriented interventions can be used for emotional failure syndromes.