Quarterly of Experimental and Cognitive Psychology

Objective: This study aimed to investigate the effectiveness of dialectical behavior therapy on positive emotion regulation, mindfulness, and positive perfectionism.

Methods and Materials: This randomized controlled trial was conducted with 30 participants from Tehran. Participants were randomly assigned to an experimental group (15 participants) and a control group (15 participants). The experimental group received ten 90-minute sessions of dialectical behavior therapy, while the control group received no intervention. Data were collected at three stages: pre-test, post-test, and five-month follow-up. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests via SPSS-27 software.

Findings: The results indicated that the mean scores of positive emotion regulation, mindfulness, and positive perfectionism significantly increased in the experimental group after the intervention (p < .001), and these changes remained stable at follow-up (p > .05). ANOVA results demonstrated a significant effect of the intervention on positive emotion regulation (F = 39.57, p < .001, η² = 0.61), mindfulness (F = 49.37, p < .001, η² = 0.67), and positive perfectionism (F = 31.17, p < .001, η² = 0.59).

Conclusion: Dialectical behavior therapy has a significant effect on improving positive emotion regulation, increasing mindfulness, and enhancing positive perfectionism, with lasting effects over time. These findings highlight the importance of this therapeutic approach in emotion regulation and personality development.

Objective: This study examines how the combination of schema therapy with transcranial direct current stimulation (tDCS) can enhance these domains.

Methods and Materials: This study employed a quasi-experimental design with pre-test and post-test assessments. A total of 45 participants were randomly assigned to one of three groups: schema therapy, schema therapy + tDCS, and a control group (receiving no treatment). The experimental groups participated in 10 group sessions of schema therapy, while one of these groups also received 5 individual tDCS sessions. The control group received no intervention. Data were collected using the Difficulties in Emotion Regulation Scale (DERS) and the Barkley Deficits in Executive Functioning Scale (BDEFS) and analyzed through multivariate analysis of covariance (MANCOVA).

Findings: Findings indicated that the experimental groups demonstrated significant improvements in emotion regulation and executive functions compared to the control group (p < 0.01). Notably, the group that received both schema therapy and tDCS exhibited remarkable improvements in both domains, with a large effect size. Post-hoc analyses further confirmed the high effectiveness of this combined intervention in addressing emotional and cognitive deficits.

Conclusion: This study underscores the importance of integrating neuromodulation with psychotherapy to achieve optimal outcomes. Future research should focus on investigating the durability of these effects, the potential mechanisms underlying the intervention, and its broader clinical applications.

Objective: This study aimed to examine the relationship between perceived social support, resilience, and relapse prevention among methadone-treated individuals.

Methods and Materials: This descriptive-correlational study was conducted on 150 methadone-treated individuals attending addiction treatment centers in Tehran between February and May 2024. Participants were selected through convenience sampling. Inclusion criteria included being under methadone treatment, aged between 20 and 55 years, not receiving specialized psychotherapy sessions, and providing written informed consent. Data collection tools included the Multidimensional Scale of Perceived Social Support (MSPSS), the Connor-Davidson Resilience Scale (CD-RISC), and the Relapse Prevention Scale. Pearson correlation analysis and multiple linear regression were used for statistical analysis, conducted using SPSS version 20.

Findings: Descriptive results indicated that resilience had the lowest mean score (M = 3.28, SD = 0.25) among the main study variables. Pearson correlation analysis showed that perceived social support had a significant positive correlation with relapse prevention (r = 0.62, p = 0.001). Similarly, resilience was positively associated with relapse prevention (r = 0.58, p = 0.001). Multiple regression analysis revealed that perceived social support (B = 0.43, p = 0.001) and resilience (B = 0.37, p = 0.003) significantly predicted relapse prevention, with an adjusted R² of 0.59, indicating that these variables explained 59% of the variance in relapse prevention.

Conclusion: The findings highlight the crucial role of perceived social support and resilience in preventing relapse among methadone-treated individuals. Interventions aimed at strengthening social support systems and enhancing resilience can be effective in improving treatment outcomes and reducing the likelihood of relapse.

Objective: The present study was conducted to analyze the influence of stigma on individuals' self-concept by reviewing relevant scientific evidence and providing practical solutions.

Methods and Materials: This study is a systematic review conducted based on PRISMA guidelines. To maximize the comprehensiveness of the search, Persian keywords (انگ, انگ اجتماعی, خودپنداره) and their English equivalents (Stigma, Social stigma, Self-concept) were used, along with the AND and OR operators. Articles published from 2005 to February 25, 2025, were retrieved from Persian-language electronic databases, including Magiran, SID, Medilib, and ISC, as well as international databases such as PubMed, Web of Science, and Springer, in addition to the Google Scholar search engine. Furthermore, the 22-item STROBE checklist was used to assess the quality of the articles. In this study, out of 30 reviewed articles, six studies of appropriate quality were included in the systematic review. According to the PRISMA checklist, all research methodology steps, including searching, article screening, and data extraction, were carried out. Additionally, qualitative evaluation was independently conducted by two researchers, and final consensus was achieved through a third reviewer acting as a mediator.

Findings: The results indicated that social stigma profoundly affects individuals' self-concept and can lead to decreased self-esteem and self-efficacy, as well as increased self-stigmatization.

Conclusion: These findings highlight the necessity of designing and implementing interventions to reduce stigma and support individuals exposed to this phenomenon.

Objective: The aim of the present study was to develop a comprehensive parenting program with a rational approach.

Methods and Materials: The research method was qualitative, and the participants in the model design phase included academic experts (faculty members in the fields of general psychology, educational psychology, clinical psychology, and philosophy of education in higher education institutions), organizational experts (senior managers and consultants of family counseling centers and clinics), and specialists in parenting styles. In the validation phase, the participants included faculty members in related fields and senior consultants from family counseling centers and clinics nationwide. In the qualitative phase, using the snowball sampling method, 18 experts were selected, while in the validation phase, 16 experts were chosen through purposive sampling. The data collection tools consisted of semi-structured interviews in the qualitative phase and an expert evaluation checklist in the validation phase. For data analysis, thematic analysis was employed in the qualitative phase, utilizing initial, axial, and secondary coding through Atlas software. In the validation phase, the Delphi method was applied in three rounds using SPSS software. To ensure validity and reliability in the qualitative phase, necessary assessments were conducted, including acceptability (expert review) and confirmability (expert re-examination). In the validation phase, the content of the expert evaluation checklist was reviewed by several academic and organizational experts to ensure clarity and comprehensibility, and its reliability was confirmed through the test-retest method, yielding a coefficient of 0.88.

Findings: According to the findings of the qualitative phase, the final model consisted of six main themes: (1) parental education and awareness, (2) development of communication skills, (3) enhancement of critical thinking and problem-solving, (4) emotional support and psychological security, (5) establishment of logical boundaries and rules, and (6) encouragement of autonomy and independence. The model further included 24 sub-themes and 112 criteria. The validation results confirmed the main and sub-themes identified in the qualitative phase.

Conclusion: The findings of this study indicated that rational parenting, emphasizing parental awareness, communication skills, critical thinking, emotional support, logical rules, and independence, contributes to the cognitive, emotional, and social development of children.

Objective: The present study aimed to develop a wise parenting training package for adolescents.

Methods and Materials: In this qualitative study, the study population consisted of mothers with wise adolescents. Participants were selected using a purposive sampling method based on inclusion and exclusion criteria. The number of mothers was determined according to the principle of saturation. Data were collected through interviews with mothers. The data obtained from the literature review were analyzed using the thematic analysis method (2019).

Findings: The results of the thematic analysis indicated the following components: (1) fundamental principles of wise parenting (with organizing codes including perceiving children as a trust and understanding parenting as a divine duty), (2) parenting content (with organizing codes including parenting for difficult situations and parenting for daily life), (3) components of wise parenting (with organizing codes including the meaning of parenting, parenting values, and parenting goals), (4) parenting methods (with organizing codes including behavioral, social, and communicational methods), and (5) characteristics of a wise parent (with organizing codes including intrapersonal and interpersonal characteristics). The training package was developed using the method of Yusefi and Golparvar (2023), with the identified categories incorporated into the training sessions. The package underwent content validation by university faculty members.

Conclusion: The results indicated that this training package possesses content validity and can be utilized for training wise parenting for adolescent girls.

Objective: The aim of this study is to analyze the cognitive, environmental, social, and personality factors influencing children's learning of abstract concepts.

Methods and Materials: This qualitative research utilized semi-structured interviews with 27 children from Tehran. Participants were selected purposefully, and data collection continued until theoretical saturation was achieved. Data were analyzed using Nvivo software and thematic analysis.

Findings: The findings revealed that cognitive factors such as memory, attention, linguistic skills, and problem-solving significantly affect abstract concept learning. Additionally, family and school environments, social support, and personality traits like curiosity and creativity were crucial. Emotional support from family and peers notably enhanced motivation and learning ability.

Conclusion: Various factors, including cognitive abilities, supportive environments, and personality traits, play a pivotal role in children's learning of abstract concepts. Educational programs should be designed to strengthen and enhance these factors.

Objective: The objective of this study is to explore the application of virtual reality as a qualitative tool for studying learning processes and evaluating its impact on various aspects of learning, including motivation, social interactions, and engagement.

Methods and Materials: This qualitative study was conducted using semi-structured interviews. A total of 24 participants were selected from Tehran, and the data were analyzed using NVivo software through thematic analysis. Data collection continued until theoretical saturation was reached.

Findings: The results revealed that virtual reality had positive effects on practical learning, motivation, and student engagement. It also enhanced social interactions and collaboration in group processes. However, technical problems, high costs, and physical issues associated with prolonged use of this technology were identified as challenges.

Conclusion: Virtual reality can serve as an effective tool in learning processes, particularly in interactive and simulated educational environments. However, to optimize its use, addressing technical and financial challenges and ensuring broader access to necessary equipment is essential.