Purpose of current study was to investigate the effect of neurofeedback therapy on sustaining attention in children with attention deficit- hyperactivity disorder. In this study, 36 children (21 boys and 15 girls) were selected. For pretest and post-test, integrated visual and auditory continuous performance test was used. After 40 sessions of strengthening the sensory-motor rhythm 12-15 Hz and suppressing 1-8 Hz as well as 22-32 Hz frequency bands, the results of dependent t-test showed significant difference in sustaining attention (p<0.000) whereas there was no significant difference between girls and boys. On the whole, integrated visual and auditory continuous performance test was an effective way to measure sustaining attention in children attention deficit-hyperactivity disorder. Also, neurofeedback therapy as a non-medical intervention improved the continuous performances especially sustaining attention.

Background: Psychological well-being has been widely defined as the feeling of happiness and lack of stress in life, and numerous studies have been conducted regarding predictive models of psychological well-being based on resilience, but the mediating role of perceived stress on this process has not been examined. Aims:  The present study aimed to determine the fit of predictive model of psychological well-being based on resilience considering the mediating role of perceived stress in university students. Method: The research method was descriptive-correlational and of structural equation modeling type. The statistical population was all undergraduate students who were studying at  Tehran universities during the academic year 2017-2018. A total of 382 university students were selected using multistage random sampling. The research instruments included the Conor-Davidson Resilience Questionnaire (2003), Reif's Psychological Well-being Questionnaire (1989), and Cohen's Perceived Stress Questionnaire (1983). For data analysis, structural equation modeling was used. Results: The results showed that the fit indices of the research model were acceptable. Conclusions:  The resilience variable had both direct and indirect effects on psychological well-being (through perceived stress) (p<0/05).

Background: Attention and distortion in emotional processing is one of the persistent factors in many mental disorders. But do emotional processing styles mediate the relationship between sleep quality, lateral superiority, and circadian rhythms with meta-memory? Aims: The purpose of this study was to investigate the mediating role of emotional processing styles in the relationship between sleep quality, lateral superiority and circadian rhythms with metacognition in students. Method: This is a descriptive correlational study. The statistical population consisted of 2300 undergraduate psychology students of Islamshahr Azad University (97-98). 200 subjects were selected through stratified random sampling. Research instruments include: Nedeljkowicz and Kierius (2007), Memory Confidence and Cognition Scale (Baker et al. (2007)), Horner & Ostberg Morning-Evening Scale (1976), Pittsburgh Sleep Quality Scale (Bovis et al., 1989). And Chapman's Evaluation of Side Advantage Checklist (1987). Data analysis was performed using structural equation modeling. Results: Circadian rhythms, lateral superiority, and sleep quality with a coefficient of 0.53 had a significant effect on memory in the presence of mediating factor of emotional processing styles (P< 0/05).
Conclusions: Emotional processing styles play a mediating role in the relationship between sleep quality, lateral superiority, and circadian rhythms with memory.

 Background: Learning disorder is a concept that attracts more attention from teachers and families, and due to the high prevalence in schools, it needs special attention from researchers to identify practical and efficient intervention methods. A review of the researches shows that interventions such as training the skills of the four processes have received less attention.
Aims: This research was conducted in order to determine the effectiveness of four brain processing skills training on the cognitive functions of students with learning disabilities in reading (dyslexia).
Methods: This research was applied in terms of purpose and in terms of data collection method. It was semi-experimental based on pretest-posttest with control group and follow-up step. The statistical population consisted of students diagnosed with learning disabilities in reading in the second grade of elementary school of Tehran in the 2018-2019 year. Purposive sampling method was used to select the sample. Based on this, 20 of these people were selected and randomly replaced in two experimental and control groups. Subjects in the experimental group were trained for 10 sessions. The research tools included the Wechsler Intelligence Test for Children (WISC-V), the CAS test, and the brain processing training. Analysis of covariance and repeated measurements were used to analyze the data.
Results: Based on the findings, four brain processing skills training was effective on cognitive functions (comprehension, perceptual reasoning, working memory and processing speed) of students with reading learning disorder at a significant level of 0.001.
Conclusion: Based on these findings, training workshops and courses on brain processing skills for specialists of learning disorder centers and also familiarizing the family with some important strategies of education of students with learning disabilities can lead to improvement in the condition of students' learning disorders.

Background: Research evidence indicates that marital infidelity can have irreparable consequences for couples, and causes rumination and fear of negative evaluation in cheating women. Despite numerous studies on marital infidelity, treatment effective in reducing rumination and fear of negative evaluation of betrayed women has been neglected.
Aims: The present study was conducted with the aim of the effectiveness of cognitive processing therapy on rumination and fear of negative evaluation of betrayed women.
Methods: The method of the present research was practical in terms of purpose and semi-experimental in terms of method, pre-test-post-test with control group and three-month follow-up. The statistical population of this study included all the betrayed women who needed counseling services in Bandar Abbas city in the second half of 2022. Among all counseling and psychological service centers in Bandar Abbas city, 30 women who had referred to ten centers due to infidelity of their husbands were selected by available sampling method and were randomly replaced in the experimental group and the control group. To collect data, rumination questionnaires (Hoeksma, 1991) and fear of negative evaluation (Lary, 1983) were used. The participants of the experimental group received 12 sessions of cognitive processing therapy according to Resik et al. (2007). The data were analyzed by analysis of covariance using SPSS-22 software.
Results: The findings of the present study showed that the cognitive processing treatment led to the reduction of rumination and fear of negative evaluation of women in the tested group. (p> 0.01).
Conclusion: Conclusion: Based on the obtained results, it can be said that cognitive processing therapy was effective on rumination and fear of negative evaluation of betrayed women, and therefore the awareness of specialists in the fields of psychology, counseling and health about these treatments to reduce rumination and fear of negative evaluation of women

Background: A mathematical learning disorder is a disability that makes understanding, learning, and performing mathematical calculations difficult for children. Both boys and girls are equally affected by mathematical disorders, and they usually start displaying problematic behaviors as soon as they begin math classes in school. Studies have shown that strengthening the four quadrant brain processing skills effectively improves cognitive functions, but there has been limited research on processing these skills in children with mathematical disorders.
Aims: This research aims to investigate the effectiveness of training on the four quadrant brain processes on the cognitive functions of students with mathematical learning disorders.
Methods: This study falls into the category of semi-experimental research with a pre-test-post-test design and follow-up, using a matched group. The study population consisted of male students with learning disorders in mathematics in fourth, fifth, and sixth grades, referred by schools to the Learning Disorders Education and Training Center in Tehran. A sample of 50 students meeting the required criteria was selected purposively, and then 30 students were randomly assigned to experimental and control groups, with 15 students in each group. The training package based on the four quadrant PASS brain processing skills was provided to the experimental group twice a week for 10 sessions of 75 minutes each. During this period, the control group received no educational interventions. After 6 months, a follow-up test was conducted for the experimental group. Data were collected using 10 subtests of the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V). Data analysis was performed using a one-variable covariance analysis test.
Results: The results of the research showed that the training package on the four quadrant brain processing skills had a significant effect on cognitive functions and subscales of visual-spatial ability, fluid reasoning, active memory, and processing speed of students with mathematical learning disorders. However, it did not have a significant effect on verbal comprehension. The impact on active memory and processing speed was more significant than the other five factors (p < 0.05).
Conclusion: In conclusion, the four quadrant brain processing skills training package can be considered a practical and effective intervention for improving cognitive functions in students with mathematical learning disorders diagnosed with the Specifier for Mathematics.