Background: Studies shows that diminished marital intimacy is one of the main reasons of the spouse's betrayal and emotional regulation plays a key role in the marital intimacy and coping with the consequences of revealing a marital betrayal. But problem is, whether Group Therapy using Transactional Analysis (TA can improve the Emotion Regulation and Marital Intimacy of betrayed women? Aims: The purpose of the present study was to determine the efficacy of Group Therapy using Transactional Analysis (TA) on Cognitive Emotion Regulation and Marital Intimacy of women affected by marital betrayal. Method: This study used semi-experimental method with pre-test, post-test and control group. To this end, 30 women injured by the exaggerated relations in 1397 were selected by random sampling method and assigned to two experimental and control groups. To collect the data, the Emotional Regulation Questionnaire (Gravovsky et al. , 2001) and Thompson and Walker's Marital Intimacy Questionnaire (1983) was used. The experimental group participated weekly in 10 sessions of 2 hours of group therapy. After ensuring the normal distribution of the data obtained from these questionnaires using Shapiro Wilk test, in order to analyze the research hypotheses, the covariance analysis test was used Results: the results showed that the group therapy by means of interaction analysis Improve cognitive-emotional regulation and increase the marital intimacy of women injured by husband's betrayal (p <0/05). Conclusions: In general, the findings of the research indicate that the treatment group by interaction analysis method can improve the cognitive management of the excitement of women in betrayal and affect their marital empathy.

Background: Acquiring sexual skills can play a significant role in individual and societal health. Low levels of sexual knowledge, incorrect attitudes in this area, and the absence of sexual skills can pave the way for risky behaviors. A review of the literature in this field reveals that sexual education has largely been neglected in Iran.
Aims: The aim of the present study was to examine the efficacy of sexual skills education on sexual health among adolescent girls enrolled in first-grade high schools in Tehran.
Methods: The current research design was semi-experimental, using a pretest-posttest with a control group. The statistical population of the study included all 15-year-old female students of Fadak School in District 18 of Tehran in the academic year 2018-2019. According to Cohen's (1986) suggested method, 30 participants were selected conveniently and randomly assigned into two groups (15 in the experimental group and 15 in the control group). Participants completed the Sexual Health (Manavipour et al., 2013). The data were analyzed using covariance analysis in SPSS version 26.
Results: Covariance analysis results showed a significant difference at the 0.01 level between the variables of sexual health in the experimental and control groups in both the pretest and posttest stages.
Conclusion: Based on the results obtained regarding the effectiveness of sexual skills education, psychologists and practitioners in this field are encouraged to incorporate sexual skills education alongside their intervention programs and prioritize student needs when designing sexual health education programs.

Background: According to the World Health Organization, 20% of children and adolescents worldwide currently have mental health problems, but effective treatment coverage in this area is very low. Therefore, the application of evidence-based interventions for children with separation anxiety disorder is a fundamental necessity.
Aims: This study aimed to compare the effectiveness of play attachment therapy and play therapy based on the parent-child relationship on the psychological well-being of children with separation anxiety disorder.
Methods: The method of the present study is quasi-experimental and a pre-test, post-test-follow-up design of 2 months was used to collect data. The statistical population of this study included all mothers and children aged five to six years old with separation anxiety who were enrolled in preschool centers or kindergartens in District 4 of Tehran in the academic year 2022-2023. An experimental group and a control group were assigned. The experimental groups received attachment-focused play therapy for 8 sessions of 90 minutes and play therapy based on parent-child relationships for 10 sessions of 120 minutes. To collect data, a psychological well-being questionnaire (Abed et al., 2016) was used. Data were analyzed using SPSS.24 software using repeated measure analysis of variance.
Results: The results of repeated measure analysis of variance showed that each Attachment-based play therapy and parent-child relationship play therapy significantly improved the psychological well-being of children with separation anxiety disorder (P< 0.05). The results of Bonferroni's post hoc tests showed that there was no difference between Attachment-based play therapy and parent-child relationship play therapy in the post-test and follow-up stages.
Conclusion: According to the above, and the relatively high prevalence of this disorder and its comorbidity with other disorders among children and adolescents, the use of evidence-based interventions such as Attachment-based play therapy and parent-child relationship play therapy can significantly reduce their psychological distress.

Background: The intersection of artificial intelligence (AI), psychology and applied linguistics particularly in the realm of language learning, has opened up a fascinating avenue for exploring the intricate processes and mechanisms underlying human cognition. Machine learning algorithms have the potential to shed light on the fundamental principles of learning language specially on reading comprehension as the core language learning variable.
Aims: In this research, we used supervised machine learning techniques in order to discover the most important syntactic and lexical features affecting the reading comprehension of English language learners.
Methods: The design of present study is causal comparative type (ex post facto). the population includes all second secondary level students who learn English in language training institutions. To select the participants, language training institutes in Tehran were referred. The participants (n=360) answered BALA exam (Young, 2022) questions in written and spoken form.
Results: 260 features were extracted from the computer texts prepared from the speech and writing learners responses by natural language processing (NLP) algorithms. We used learning models of decision tree, nearest neighbor, support vector method, neural network and regularized linear method to predict reading comprehension using extracted linguistic features.
Conclusion: The results showed that the variance of language learners' reading comprehension can be well modeled using the extracted grammatical and lexical features, and in addition, twenty features that play the most important role in explaining the variance were identified. This study shows that ML methods can determine the detailed investigation of language processes related to reading comprehension.

Background: The mother-child relationship is considered one of the important factors in a child’s development. So far, various training methods have been implemented to improve the mother-child relationship, but no study has compared two commonly used approaches in this area that could lead to practical strategies for improving mother-child relationships and promoting children's mental health.
Aims: The present study aimed to compare the efficacy of mentalization-based parenting training on improving the mother-child relationship.
Methods: The research method was a quasi-experimental design with pre-test and post-test. The statistical population included all mothers and children with behavioral problems who visited Aghaah, Afarinesh, and Nimrokh clinics in Shiraz in 2022. The research sample consisted of 40 mothers and children who were purposefully selected based on inclusion and exclusion criteria and randomly assigned to two experimental groups (positive parenting and mentalization-based parenting). After sample attrition, 15 mothers remained in the positive parenting group and 18 in the mentalization-based parenting group. Participants completed the Parent-Child Relationship Questionnaire (Pianta, 1992) before and after the training. The research findings were analyzed using multivariate covariance analysis in SPSS 23 software.
Results: The results of multivariate covariance analysis showed that both positive parenting and mentalization-based parenting training were effective in improving the mother-child relationship
(P< 0.001). The results of the Scheffé post hoc test indicated that mentalization-based parenting training had a greater impact on improving the mother-child relationship compared to positive parenting training (P< 0.001).
Conclusion: These findings can help parents and psychology professionals choose better methods for nurturing and supporting children and fostering healthier family relationships. Based on the findings, it can be concluded that practitioners may opt for mentalization-based parenting training over positive parenting training for more effective improvement in the mother-child relationship.