Background: One of the problems that female teachers experience is the conflict between work and family and vulnerability to emotional problems and depression is one of the consequences of this conflict. But can emotional therapy be effective in treating this depression? Aims: The purpose of the present study was to determine the effectiveness of emotion-focused therapy on reducing depression in female teachers. Method: The design of this study is quasi-experimental with pretest-posttest and control group. Data gathering tool is Beck Depression Inventory. The statistical population of the study was all female high school teachers in Qazvin in 1396. The sample consisted of 30 female teachers employed in secondary school, who were randomly divided into two experimental and control groups. The experimental group received 10 treatment sessions based on a researcher-made protocol (1397). Depression questionnaire scores were compared before and after the intervention in both experimental and control groups using analysis of covariance.groups. Results: The results of covariance analysis showed a significant difference in the depression score between the experimental and control groups and the effectiveness of emotionally-focused therapy on depression in female teachers. (p<0/001). Conclusions: Based on this, it can be said that the current treatment protocol is effective and can be used to reduce depression in female teachers.

Background: Emotion-Focused Therapy introduces emotion as the basis of experience in relation to adaptive and non-adaptive functions. Therefore, this type of treatment can help to improve the quality of life and reduce the anxiety level of students by reducing the intensity of negative emotions before the response (emotional regulation). There is a gap in research regarding the effectiveness of emotion-oriented therapy on social anxiety, emotional regulation and quality of life of students.
Aims: The present study was conducted with the aim of determining the effectiveness of emotion-focused therapy on social anxiety disorder, emotional discipline and quality of life of music students with traits of social anxiety disorder.
Methods: The design of the current research was semi-experimental, of pre-test-post-test type with a control group. The statistical population of the current research was all music students of the University of Arts in 2019. From this statistical population, a number of 30 people were selected in a targeted manner from the available type and were randomly assigned in two groups of 15 people (Emotion-Focused therapy group) and control. In the intervention sessions of Emotion-Focused therapy from the therapy protocol of Johnson (2004) and to collect data from the social anxiety scale (Connor et al., 2000) and two questionnaires of cognitive regulation of emotion (Garnefski, Kraaij & Spinhoven, 2002) and quality of life (Ware & Sherbourne, 1992) was used. Covariance analysis and SPSS26 software were used for data analysis.
Results: The findings of the present study showed that Emotion-Focused therapy was effective in reducing the symptoms of social anxiety disorder, improving the ability to regulate emotions and improving the quality of life of music students of the University of Art (P<0.01).
Conclusion: According to the findings, it is concluded that emotion-focused therapy can reduce the symptoms of social anxiety, improve the ability to regulate emotions and the quality of life of students by emphasizing the identification of emotional needs, focusing on the important role of emotions in interpersonal relationships, and teaching emotion management. Therefore, repeating the experiment in other groups and more samples is suggested.

Background: Studies have shown that social anxiety has a high prevalence among students. Some researches have introduced difficulty in emotional regulation as one of the factors related to social anxiety. Social anxiety and difficulty in emotional regulation not only lead to a decrease in students' academic achievements, but can also affect other psychological and social aspects of their lives. So far, there has been no research that investigates the effectiveness of two types of cognitive-behavioral and emotion-focused therapy in reducing the symptoms of social anxiety and improving the emotional regulation of students.
Aims: The present study was conducted with the aim of comparing the efficacy of two types of cognitive-behavioral and Emotion-Focused therapy on social anxiety and emotional regulation of music students of the University of Arts.
Methods: The design of the current research was semi-experimental, of pre-test, post-test type with a control group. The statistical population of the current research was all undergraduate music students referred to the counseling center of Tehran University of Art in 2020. From this statistical population, a number of 45 people were selected in a targeted manner from the available type and were randomly assigned in three groups of 15 people (cognitive-behavioral therapy, Emotion-Focused therapy and control). In the cognitive-behavioral therapy intervention sessions from the cognitive-behavioral therapy protocol (Davoudi, Manshaee, & Golparvar, 2018) and in the emotion-focused therapy intervention sessions from the Johnson therapy protocol (2004) and to collect data from the social anxiety scale (Connor et al., 2000) And the Emotion Regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2002) was used. Covariance analysis and SPSS₂₆ software were used for data analysis.
Results: The findings of the present study showed that both types of cognitive-behavioral and emotion-focused therapy were effective in reducing the symptoms of social anxiety and improving the emotional regulation ability of students. Cognitive-behavioral therapy was more effective in reducing the symptoms of social anxiety and emotion-focused therapy was more effective in improving emotional regulation. (P<0.01).
Conclusion: Based on the findings of the current research, it can be concluded that both types of cognitive-behavioral and emotion-focused therapy have been effective in reducing the symptoms of social anxiety and improving the emotional regulation of students, but in the field of problems related to thoughts and cognitive aspects, cognitive therapy - Behavior is more effective and in the field of issues where emotion is the most important factor, emotion-focused therapy is more efficient and effective.

Background: Previous research has shown that emotion-focused therapy is effective in reducing the symptoms of social anxiety disorder and improving the social efficiency of people suffering from it. On the other hand, the review of studies shows that many treatment approaches will be more effective if they are used in the form of group psychotherapy. But so far, the protocol of this type of treatment has not been developed in such a way that its intervention techniques are suitable and compatible for implementation in the group.
Aims: The present study was conducted with the aim of developing a group therapy protocol focused on emotion and trial on the symptoms of social anxiety disorder.
Methods: The design of the current research was a type of exploratory combined research that has a qualitative and quantitative nature. The first stage of the research was conducted with a qualitative approach and thematic analysis method. In order to identify themes and draw a network of themes, first 121 related sources were identified and among them, 11 Persian sources published between 1392 and 1401 and 23 English sources published between 2000-2022 were selected. In the quantitative part, the research method was a quasi-experimental design of pre-test-post-test type with a control group and a one-month follow-up. The statistical population of the research included all the clients who referred to the Sense of Presence clinic in Tehran in the second half of 2022. 20 people with social anxiety disorder were selected from among the clients using the available method and were randomly divided into two experimental and control groups. The members of the experimental group were exposed to 16 sessions of emotion-focused group therapy protocol (designed by the researchers). The instrument used in the quantitative part was the social anxiety scale (Connor et al., 2000). For data analysis, thematic analysis method was used in the qualitative part and Variance analysis with repeated measurements was used in the quantitative part.
Results: The findings of the present study in the qualitative part led to the identification of two overarching themes, including emotion-focused therapy and social anxiety, and finally, a 16-session protocol of emotion-focused therapy group. The results in the quantitative part also showed that the effectiveness of the group therapy focused on emotion was significant in reducing all the symptoms of social anxiety disorder, fear, avoidance, Physiological symptoms and the total score of social anxiety (P<0.05).
Conclusion: According to the obtained results, it seems that therapists can use the (researcher-made) emotion-focused group therapy package to treat people with social anxiety disorder.

Background: Considering the increase in the number of patients with irritable bowel syndrome and their major problems in the field of sleep quality, rumination and ataxia, it seems that many of these patients lack sufficient knowledge and skills to properly manage such a condition. They do not have any problems.
Aims: The purpose of the research was to compare the effectiveness of emotion-focused therapy and mindfulness-based cognitive therapy on sleep disorder, emotional dyslexia, and rumination in patients with irritable bowel syndrome.
Methods: It was a semi-experimental research design of pre-test-post-test and follow-up type with control group. In order to select the participants, among the women suffering from irritable bowel syndrome who referred to the government counseling center of Kerman city in 2022, 45 patients were selected based on the entry and exit criteria of the study and were selected in three treatment groups focused on emotion, cognitive therapy based on mindfulness and evidence were included. Emotion-focused therapy (Greenberg et al., 1993) was performed during 8 weekly sessions, cognitive therapy based on mindfulness (Segal et al., 2002) was performed during 8 weekly sessions, and the control group did not receive any therapy. Questionnaires for sleep disorder (Buysse, 1989), alexia (Bagby et al., 1994) and rumination (Nolen Hoeksima and Morrow, 1991) were completed in three phases: pre-test, post-test and follow-up. The data were analyzed using the analysis of variance test with repeated measurements and SPSS version 23 software.
Results: The results of mixed analysis of variance showed that emotion-focused therapy and mindfulness-based cognitive therapy had a significant effect in improving sleep disorder and rumination in the post-test and follow-up phase (P<0.01); However, in the alexithymia variable, only the treatment focused on emotionality had a significant effect (P<0.01).
Conclusion: According to the obtained results, it can be concluded that treatment focused on emotion and cognitive therapy based on mindfulness improves sleep disorder, rumination and emotional dyslexia in women with irritable bowel syndrome.

Background: It seems that considering the role of emotions in distress tolerance and cognitive flexibility as two important dimensions of social anxiety disorder, which is one of the most debilitating anxiety disorders, using treatments that target emotions can be helpful.
Aims: The aim of the present study was to investigate the effectiveness of emotion-focused therapy on cognitive flexibility and distress tolerance married women with social anxiety disorder.
Methods: The research method was a semi-experimental pretest-posttest design with a 45-day follow-up strage by control group. The study population included all married women with social anxiety disorder referred to psychological counseling centers in the 18th district of Tehran in 2023 which among those 34 cases were selected through available sampling and according to the inclusion criteria and they were randomly divided into experimental and control groups. The Experimental group received emotion-focused therapy (Johnsano, 2008) sessions for nine 90-minutes sessions. All participants were assessed by the questionnaires of cognitive flexibility Inventory (Dennis & Vander Wal, 2010) and distress tolerance (Simons & Gaher, 2005). Data were analyzed by SPSS-24 software and MANOVA with repeated measure test.
Results: The results indicated the effectiveness of emotion-focused therapy on improving cognitive flexibility and distress tolerance (p< 0.01) and maintaining its effectiveness in the follow-up stage (p< 0.01).
Conclusion: Considering to the effectiveness of emotion-focused therapy it is suggested to focus on this therapy as one of the auxiliary, supportive and rehabilitation therapy along with drug treatment in reducing the consequences of difficulties in distress tolerance and cognitive flexibility.