Background: Domestic violence is a social problem that can lead to many physical and mental consequences.    Aims The purpose of this study was to investigate the effectiveness of supportive group reality therapy on the hope and responsibility of divorced women of victim of domestic violence. Method: The research method is semi-experimental with pre-test-post-test design with control group. The sample consists of 30 divorced women who have been subjected to domestic violence. The instruments used were two questionnaires: Schneider's Hope Questionnaire, and California's Personality Questionnaire's Responsibility Scale. After selecting the groups, the pre-test was used for the primary control, after which the experimental group was exposed to education (training sessions were based on Glaser's theory of supportive group therapy), the independent variable in 10 sessions of 80 minutes to the group The test was presented, but no training was provided for the control group. To analyze the results of this research, descriptive and inferential statistical methods were used. At the inferential level of the research data, the covariance analysis test was used to test the research hypotheses. Results: The results of the data analysis indicated that support for group therapy therapy with a reality therapy approach is effective in increasing the hope of future and accountability of the divorced women victims of domestic violence(p<0.05).  Conclusions:  According to the results of the research, it can be said that the reality of treatment by group method helps clients to feel responsible and to achieve personal identity through personal responsibility and to forget about what has been experienced by violence. 

Background: There is a great deal of research into the effectiveness of various therapies. But which of these two therapies is more effective? Aims: This study aimed to compare the effectiveness of reality therapy and cognitive therapy (based on Mindfulness) the emotional maturity adolescents. Method: The research method was quasi-experimental with pre-test, post-test and follow-up design.  The statistical population consisted of all female secondary school students in district one of Tehran's education region. In this study, 45 students whose score was 1.5 standard deviation lower than the normative group were selected and selected. assigned to three groups of reality therapy, mindfulness-based cognitive therapy-awareness and control.  Experimental groups individually participated in 8 90-minute sessions of Reality Therapy Excerpted from William Glaser's Reality Therapy Book (2013) and Mindfulness-Based Therapy Cognition from Rebecca Crane's (2009) Mindfulness-Based Therapy Therapy They did.  The instrument of this study was Emotional Maturity of Yashivar Singh and Mahish Bahargawa (1974) and analyzed using covariance analysis method. Results: Reality therapy training had a significant effect on adolescents' emotional maturity with effect size (0/809) (f= 114/417, p<0/05).  Also, cognitive mindfulness-based cognitive therapy had a significant effect on adolescents' emotional maturity with effect size (0/705) (p= 0/05, f= 64/9409).  But the t-test showed that there was no significant difference between the effectiveness of reality therapy education and cognitive therapy on adolescents' emotional maturity (f= 1/959, p>0/05). Conclusions: The adolescents in both groups showed a better level of emotional maturity and both groups were equally effective in this regard. 

Background: The focus of reality therapy interventions in working with couples, is to raise couple’s awareness of their needs and to help them meet each other’s needs. Having a valid instrument is needed to measure these basic needs based on their manifestations in terms of close relationship of the couples. Aims: The aim of the present study was to develop and examine psychometric properties of the couple’s basic needs assessment scale (CBNAS). Method: The present study was correlational study. 1049 married individuals (504 women, 545 men) were selected by two-stage cluster sampling. The convergent validity was assessed by finding a correlation between the questionnaire of basic needs (Salari & Sahebi, 1383) and CBNAS. Results: the first half of the data was devoted to test the exploratory factor analysis and the second half of the data was devoted to test the confirmatory factor analysis. The exploratory factor analysis revealed the CBNAS comprises of five dimensions (security, love, power, fun, & freedom) and the result of confirmatory factor analysis confirmed the five dimensions. There was a strong correlation between the CBNAS and the questionnaire of basic needs, which supported the convergent validity for the the couple’s basic needs assessment scale (p<0/01, p<0/05). The reliability of the CBNAS demonstrated a good internal consistency with Cronbach's alpha value of 0/90 and Test-retest value of 0/91. Conclusions: the CBNAS could be used as a reliable and valid scale in couple therapy among Iranian couples. 

Background: Numerous studies have compared the efficacy of cognitive therapy based on mindfulness awareness and reality therapy and cognitive emotion regulation. . But there is research about comparing the effectiveness of mindfulness-based cognitive therapy and reality therapy on cognitive emotion regulation in mothers of children with autism spectrum disorder. Aims: The aim of this study was to compare the effect of cognitive therapy and reality therapy on emotion regulation in mothers of children with autism spectrum disorder. Method: This study was a quasi-experimental with pre-test-post-test and a one-month follow-up period using two experimental and one control group design. Mothers of children with autism spectrum in Mashhad were selected by convenience sampling method and randomly assigned into three groups of 12 each. Subjects responded to Garnefsky et al.'s (2001) Cognitive Emotion Regulation Questionnaire before and after the intervention and one month after the follow-up. One group underwent mindfulness-based cognitive therapy (Mohammadkhani & Khanipour, 1396) and the other group underwent reality therapy (Wobolding, 2013) for ten 90-minute sessions weekly with no intervention during this period. The control group did not last long. Multivariate analysis of covariance and Scheffe post hoc tests were used to analyze the data. Results: The results showed that there was a significant difference between the effect of the two treatments on the variable scores of cognitive emotion regulation (P≤ 0/05) and cognitive mindfulness-based cognitive therapy had more effect on mothers' cognitive emotion regulation compared to reality therapy. Conclusions: Mindfulness-based cognitive therapy can be used to improve cognitive emotion regulation in mothers of children with autism spectrum disorder. 

Background: Various studies have confirmed the effectiveness of compassion-focused therapy and reality therapy on improving mental health indices among clients with different problems, but no study has compared the effectiveness of compassion-focused therapy and reality therapy on alexithymia among male prisoner clients. Aims: The present research was conducted by the aim of comparing the effectiveness of compassion-focused therapy and reality therapy on alexithymia among male prisoner client. Method: The current research was a semi-experimental study which was conducted through a pretest-posttest with control group design. The research population included all the male prisoner clients in Aligoodarz city, Iran, in 2019 who were totally 209 individuals. The sample included 45 prisoners who were selected by purposeful sampling method and were assigned into three groups including two experiment groups and one control group (15 subjects per group) ny random assignment method. The research tool was Toronto Alexithymia Scale of Bagby, Parker and Taylor (1994). The first experiment group received the compassion-focused therapy (Gilbert, 2010; 2014) and the second experiment group received reality therapy (Wubbolding, 2013) both in eight 90-minute sessions. The control group received no intervention until the end of the research. The univariate analysis of covariance and the Bonferroni ad hoc test were used to analyze the data. Results: Results suggested that both therapeutic interventions were effective on improving alexithymia in the experiment groups (p< 0/01). Moreover, there was no significant difference between compassion-focused therapy and reality therapy and both had similar effectiveness (p> 0/05). Conclusions: The results of the present research provide an appropriate empirical support for compassion-focused therapy and reality therapy. Psychologists and counselors working in prisons are recommended to use these two approaches for enhancing mental health among prisoners.

Background: Various studies have shown that Adlerian counseling and reality therapy are effective on psychological well-being, but do Adlerian counseling and reality therapy as a group affect psychological well-being, and which one is more effective? Aims: The present study aimed to compares the effectiveness of group counseling with Adlerian therapy and reality therapy on psychological well-being in the first high school students in Tehran. Method: The present study employed a control group pretest-posttest quasi-experimental design. The statistical population consisted of all female high school students in public schools in Tehran in the academic year 2019-2020. Using the Multi-stage cluster sampling method, 45 participants were selected and then randomly divided into three 15-individual groups. The first experimental group received ten 90-minute sessions of the Adlerian counseling training program retrieved from Salimi Bejestani (2010) and the second experimental group participated in ten 90-minute sessions of reality therapy counseling training program retrieved from Shafiabadi and Naseri (2019). The research instrument was the Psychological Well-Being Scale (Riff & Keynes, 1995). Research data were analyzed using ANCOVA and SPSS-22. Results: The results showed that there is a significant difference between the first experimental (Adlerian group counseling) group, the second experimental (reality therapy) group, and the control group in terms of psychological well-being (P˃ 0.001). Conclusions: Adlerian group counseling had a better and higher effect on psychological well-being than reality therapy. Adlerian  therapy leads people to cultivate social interest by emphasizing accurate lifestyle identification and focusing on identifying and correcting fundamental mistakes that disrupt interpersonal and interpersonal relationships. Therefore, Adlerian group counseling is an effective way to increase students' psychological well-being. It is recommended that counselors of schools and psychotherapy centers use the Adlerian group counseling in the treatment of adolescents' problems.

Background: Studies suggest the positive effects of reality therapy on mood and emotional disorders. It teaches people to be aware of their basic needs and emphasizes coping with reality, responsibility, and evaluation of right and wrong behaviors. However, there is a research gap in the application of this approach to focusing and controlling their relationships and identifying and changing cognitive distortions and stress in the research community.
Aims: This study aimed to determine the efficacy of reality therapy on differentiation and distress tolerance of mothers of intellectually disabled children.
Methods: Based on a quasi-experimental design, pre-test and post-test with a control group, 30 persons of all mothers of children with intellectual disabilities (trainable) in exceptional primary schools in District 4 of Tehran in the academic year of 2019-20 were chosen as sample using a convenience non-random sampling method based on inclusion and exclusion criteria and were randomly assigned to the experimental and control groups. The experimental group participated in reality therapy intervention sessions, while the control group did not receive any intervention. Data collection tools were Skorn and Smith questionnaires and Simmons and Gaher's (2005) distress tolerance scale. Analysis of covariance was used to analyze the data.
Results: There was a significant difference between the two groups in differentiation and distress tolerance (P<0.0001). A comparison of means in the two groups of intervention and control showed that reality therapy increased differentiation and decreased distress tolerance.
Conclusion: Based on the obtained results, it can be concluded that reality therapy helps people acquire successful identity and increase differentiation and distress tolerance of mothers with disabled children by using techniques such as familiarity with one's responsibilities, helping to accept and increase responsibility, also reducing the importance of the past in the present behavior, and emphasizing the inner control.

Background: Research shows that mental disorders are highly prevalent in prisoners and psychological interventions can help them to improve their psychological health. Cognitive behavioral therapy focuses on changing automatic thinking and self-criticism to create a healthy personality. ACT therapy focuses on increasing psychological flexibility, which is the ability to attend to experiences in the present moment without judgment, and in reality therapy emphasizes people's responsibility. However, comparative research on these three treatments in prisoners has received less attention.
Aims: The purpose of the research was to compare the efficacy of group therapy based on acceptance and commitment (ACT; Hayes, Strosahl, & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) on the symptoms of mental disorders in male prisoners of Isfahan Central Prison.
Methods: The present research was a semi-experimental type of pre-test, post-test and follow-up with a control group. The statistical population included all male prisoners of Isfahan Central Prison, from among whom 120 were selected based on systematic random sampling and were placed in experimental and control groups (per group n=30). Before and after the treatment and also during the follow-up period, the subjects completed the checklist of symptoms of mental disorders (SCL-90) by Dragotis et al. (1999). Acceptance and commitment (Hayes, Strosahl & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) were conducted separately in 12 sessions and the control group was placed on the waiting list. In order to analyze the data, analysis of variance with repeated measurements was used.
Results: The results of showed the effectiveness of all three treatment models in improving the symptoms of obsessive-compulsive disorder, interpersonal sensitivity, phobic anxiety, paranoid ideation, and psychoticism (p<0.05). According to the results of the follow-up test, there was a significant difference in the research variables between the three treatment groups and CBT on the symptoms of mental disorders has been significantly more effective than reality therapy and ACT (p<0.05)
Conclusion: The results of the research showed that acceptance and commitment therapy, cognitive-behavioral therapy and reality therapy improved the psychological health of male prisoners and CBT was superior.

Background: Social competence is one of the predictors of academic, psychological and social success in adolescents. Previous studies have shown that reality therapy and rational emotional behavioral therapy are suitable methods for improving social adjustment, but so far the efficacy of these two therapeutic approaches on the social competence of adolescent girls has not been studied and compared.
Aims: The present study was conducted with the aim of comparing the efficacy of education based on reality therapy and rational emotional behavioral therapy on the social competence of adolescent girls.
Methods: The current research design was a pre-test, post-test semi-experimental with a control group and a 2-month follow-up. The statistical population of the research included all female students of the first year of high school in Bushehr schools in the academic year of 2016-2017. The statistical sample consisted of 60 teenage girls who were selected by multi-stage cluster sampling method and randomly were replaced in three groups of 20 people (two experimental groups and one control group). In reality therapy from a combined protocol (Glasser,2010; Wubbolding,2011) and rational emotional behavioral therapy sessions from a combined training package (Ellis,2004; Dryden & Neenan, 2010; Neenan & Dryden, 2009) and to collect Information was also used from the social competence questionnaire (Smart & Sanson, 2003). Repeated measurement analysis of variance, Benferroni post hoc test and SPSS₂₃ software were used for data analysis.
Results: The results showed that reality therapy training and REBT significantly increased social competence compared to the control group. Also, reality therapy training increased social competence more compared to rational-emotional-behavioral therapy (P<0.05).
Conclusion: According to the obtained findings, it seems that reality therapy and REBT increase social competence in adolescent girls. Therefore, school counselors can use these therapeutic methods to improve the five components of social competence (courage, cooperation, empathy, responsibility and self-control).

Background: Systematic review of research shows that infidelity and marital infidelity cause the most damage to the relationship between spouses and can even destroy the relationship.
Aims: The purpose of this study was to compare the effectiveness of reality therapy and logo therapy on forgiveness and marital trust of women affected by marital infidelity seeking divorce.
Method: The present research was a quasi-experimental method of pre-test and post-test with a control group. From the community of women affected by marital infidelity, divorce applicants referring to family counseling centers in Babol city using available sampling of 48 women (16 women in the reality therapy group, 16women in the logotherapy group and 16 women in the control group) were selected and were assigned randomly. All three groups completed the Pollard et al. (1998) Marital Forgiveness Questionnaire and the Rampel & Holmes (1986) Marital Trust Questionnaire in three stages: pre-test, post-test, and follow-up. After collecting data, the data were analyzed using repeated measures multivariate analysis of variance using SPSSV22 software.
Results: The results showed that there was a significant difference between the groups in both variables of marital forgiveness and marital trust (F = 3.955 and P = 0.001). In other words, the results showed that both reality therapy and logotherapy interventions were effective in the research variables, but there was no significant difference between the two interventions of reality therapy and logotherapy in any of the variables (P <0.05).
Conclusion: Finally, the results of this study showed that both reality therapy and logotherapy interventions are effective in promoting marital forgiveness and marital trust. Therefore, the awareness of couple therapists, counselors, psychologists and other specialists can help reduce marital infidelity and divorce.

Background: Belief in intrinsic capabilities refers to valuing a specific set of cognitive strengths. Numerous studies have indicated significant relationships between self-efficacy and spouse selection criteria. The effectiveness of various educational interventions on self-efficacy and spouse selection criteria in students has been explored. However, to date, the actual impact of reality therapy has not been independently investigated.
Aims: The aim of this research is to examine the effectiveness of reality therapy education on self-efficacy and spouse selection criteria in single students.
Methods: The current research employed a semi-experimental design with pretest, posttest, and a two-month follow-up in the "control group" and "experimental group." The statistical population of this study included all single students at Allameh Tabataba'i University who were enrolled during the academic year 2019-2020. The sample consisted of 167 students selected through convenience sampling, with 86 females and 81 males completing the questionnaires. The instruments used in the study included the Marriage Expectations Questionnaire (Jones et al., 1996) and the Self-Efficacy Scale (Sherer et al., 1982). Data analysis was performed using SPSS software version 26.
Results: The findings indicate that, with the control of pretest effects, there is a significant difference in the posttest between the "control group" and the "experimental group" in single students concerning the variables of self-efficacy and spouse selection criteria (p< 0.05).
Conclusion: Based on the results, it can be inferred that reality therapy courses assist students in acknowledging and changing inappropriate attitudes towards marriage, enabling them to make informed decisions in this area. Reality therapy education helps students become familiar with any unhealthy and incorrect attitudes that may exist in their minds, and empowers them to find the best possible solutions for managing these perspectives.

Background: Adolescents are in special and critical situations and sometimes they may distance themselves from society due to hormonal and appearance changes. This avoidance can create feelings of loneliness and isolation. Research on teenagers is one of the urgent needs of any society, because teenagers are the active human resources of any society.
Aims: The present study was conducted with the aim of determining and comparing the effectiveness of reality therapy and therapy based on acceptance and commitment on feelings of loneliness among male high school students.
Methods: The research method was semi-experimental (pre-test design, post-test with control group). The statistical population of the current research is all the male students of the second year of secondary school in Sari city and the sample group was conducted with a multi-stage cluster sampling method. Forty-five students were replaced in three groups (15 people in experiment 1), (15 people in experiment 2) and (15 people in control). Then, 15 students of the first experimental group received reality therapy, 15 students of the second experimental group received acceptance and commitment therapy sessions. The control group were on the waiting list. The UCLA Lonliness Scale (Russel, 1996) was used to collect the data.
Results: The survey results showed; Reality therapy on feeling loneliness and acceptance and commitment therapy were effective significantly (p< 0.001). However, there was a significant difference between the two treatment methods of interventions on feelings of loneliness. That is, reality therapy has more effective on feelings of loneliness in adolescents. The results of the follow-up test showed that the effect of reality therapy and acceptance and commitment therapy on feelings of loneliness of adolescents is lasting after two months.
Conclusion: As a result, both treatment methods, reality therapy and acceptance and commitment therapy, were effective feelings of loneliness, reality therapy was better than acceptance and commitment therapy.