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The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. The current research was applied in terms of purpose and correlational in terms of method. The population of the current research was Rahman Institute of Higher Education’s student studying in the academic year 2021-2022. Two hundred and seven students out of the population were selected through convenience sampling method. The data collection tool in the present research included The Basic Needs Satisfaction in General Scale (BNSG-S), Academic Resilience Inventory (ARI), and ambiguity tolerance (AT). Then the data were analyzed through structural equation method using SPSS 22 and Smart PLS 3 software. The research results showed that basic psychological needs positively and directly affect academic resilience (P<0.05). Moreover, the results revealed that ambiguity tolerance had a direct and positive effect on academic resilience (P<0.05). On the other hand, the indirect effect of basic psychological needs on academic resilience was confirmed through ambiguity tolerance (p<0.05); Therefore, it can be concluded that students whose basic psychological needs were satisfied more, had more tolerance for ambiguity; they were also more academically resilient; in the meantime, providing basic needs was especially important; Therefore, higher education administrators of the country should strive to develop these abilities in students.The present research was conducted to investigate the causal model of relationship between basic psychological needs and academic resilience in online education with the mediating role of ambiguity tolerance. 

The purpose of this research was the effectiveness of social skills training on the adaptive behavior of late learning children. This research was quasi-experimental in terms of practical purpose and in terms of data collection. The statistical population of the research included all the students of Bandar Anzali city who studied in primary schools or referred to counseling centers of the city in the academic year of 1401-1400. For this purpose, 30 students who were diagnosed as late learners on the basis of the Wechsler IQ test and who had obtained a low score in Adaptive Behavior Scale (AISS) and clinical interviews with teachers, were selected and randomly selected. They were divided into two experimental (15 people) and control (15 people) groups. Then, social skills training was conducted for 2 months during 12 two-hour training sessions for the subjects of the experimental group and the control group did not receive any training. Then, the adaptive behavior test was performed again on both groups. The data were analyzed using the covariance statistical method. The results showed that social skills training improves the adaptive behavior of late learning children (F=0.389 and P<0.05). Therefore, it can be concluded that school teachers and counselors and parents can use social skills in schools and at home and counseling centers to improve the adaptation of late learning children.

Using religious/spirituality (R/S) in psychotherapy changes the way clients look at their problems. Activation of Spiritual Dimension (ASD) based on attention on the two ultimate domains of perception filed, including "origin" and "resurrection" (hereafter) of existence, along with perceived "self" and "objective world" dimensions, as well as spiritual self-regulation, is the core of God-Oriented Spiritual Psychotherapy (God-OSP). The purpose of this article is to introduce the God-OSP protocol, its theoretical principles, content validity, and its clinical effect on psychological problems, especially anxiety, and stress. Both qualitative methods (such as content analysis and clinical phenomenology) and quantitative methods such as content validity index calculation have been used to analyze the data. The validation of the protocol was conducted with the rating of 10 expert psychologists that were familiar with both psychotherapy and religion content and self-reported rating scales and with 35 clinical psychologists and consultants that interest in participating in God-OSP. Results indicate that God-OSP with 5 stages, shows validation in expert psychologist rating and is also valid and reliable in self-report participant clinical psychologists. Spiritual action management, activation of innate intellect and God-oriented Wisdom, awareness of spiritual Identity, and real conceptualization of the core concepts of perceptual domains, are very important components of the protocol to ASD. The findings also showed that it is possible to design and implement the principles, mechanisms, and techniques of therapy for ASD based on Islamic religious sources. Therefore, it is possible to design effective interventions for emotional problems based on religious sources.

Objective Given that social anxiety is a high prevalence disorder that affects the social functioning of individuals and one of its essential consequences in children and adolescents is a severe school dropout. Therefore, the purpose of this study was to investigate the relationship between the quality of parent-child relationship in social anxiety of female high school students in the fifth district of Tehran. Methods  The present research method was descriptive-correlational and its statistical population included all-female high school students in the fifth district of Tehran. From this number, a sample of 348 people was selected by the available sampling method based on the Morgan table. Leibwitz (1987) and Pianta (1994) Parent-Child Relationship Scale were used to collect data and Pearson correlation coefficient was used to analyze the data. Results The results showed that there is a significant negative correlation between the parent-child relationship and social anxiety (P <0.01). Conclusion  Finally, considering the quality of the parent-child relationship in predicting social anxiety, the development of any program to improve the quality of the parent-child relationship can lead to the prevention or reduction of social anxiety in adolescents.

Objective:   This research aims to design and validation of youth high-risk behaviors short scale. Methods:  In this research, the descriptive-survey method was used. The statistical population was all students of Mashhad universities which 681 students were randomly selected from multi-stage cluster types. The tools used also included: youth high-risk behaviors short-scale developed by the researcher, as well as the Big Five-Inventory (2007) and Psychological Well-being Scale (1989). Results: The results showed that 14-item high-risk behaviors scale has good psychometric properties and is the norm with Iranian society. The validity of the scale was good with the methods of construct validity (confirmatory factor analysis) and convergent and divergent validity (p<0.01). The results of confirmatory factor analysis also confirmed the seven-factor nature of the scale, and the obtained model had a good fit with the research data. The Cronbach's alpha coefficient of the whole scale was 0.82. Conclusion: Therefore, researchers and health professionals can use this tool in their future studies due to its unique features.

Objective:   This study aimed to compare the theory of mind (ToM), planning and organization, perceived parenting style, and hyperactivity symptoms in 7-12 years old children with employed mothers and housewives in Isfahan. Methods: The statistical population of the present study included all children in Isfahan in the second half of 2020. 60 subjects were selected by the available sampling method. Data were collected by the Steernman Mind Theory Questionnaire, Coolidge Executive Functions, the Bamrind Parenting Style, and Attention Deficit Hyperactivity Disorder Symptom questionnaire and analyzed by the Manova method. Results: The results showed that there were significant differences between the scores of children with employed mothers and those with housewife mothers in the scales of ToM, planning and organization, parenting style, and hyperactivity symptoms (P < 0.05). It was revealed that differences in terms of parenting styles and relationships between children and parents could explain such differences. Conclusion:  It is suggested addressing the parenting styles and relationships between children and parents to help with the reduction of the rate of hyperactivity symptoms.