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Objective: This study aimed to compare the effectiveness of Gottman couple therapy and cognitive-behavioral couple therapy in improving marital satisfaction among married students at Islamic Azad University, Hamedan Branch. Methods: The study utilized a quasi-experimental pretest-posttest design with a control group. A total of 45 married students were selected through convenience sampling and randomly assigned into three groups: Gottman couple therapy (n = 15), cognitive-behavioral couple therapy (n = 15), and a control group (n = 15). The intervention groups received 10 sessions of Gottman couple therapy or 8 sessions of cognitive-behavioral couple therapy, while the control group received no intervention. The ENRICH Marital Satisfaction Questionnaire (47-item short form) was used to assess marital satisfaction before and after the interventions. Data were analyzed using SPSS-24 software, employing multivariate analysis of covariance (MANCOVA) and one-way analysis of variance (ANOVA) to compare the effects of the interventions. Findings: The results indicated that both Gottman couple therapy and cognitive-behavioral couple therapy significantly improved marital satisfaction compared to the control group (p < 0.05). The effect size analysis revealed that Gottman couple therapy had a greater impact (η² = 0.789) compared to cognitive-behavioral couple therapy (η² = 0.721), particularly in areas related to emotional communication, conflict management, and decision-making. However, the ANOVA results showed no statistically significant difference between the two intervention groups (p > 0.05), indicating that both approaches were similarly effective in enhancing marital satisfaction. Conclusion: Both Gottman couple therapy and cognitive-behavioral couple therapy were effective in increasing marital satisfaction among married students, with Gottman couple therapy demonstrating a slightly greater impact. Given the shared principles of these approaches, future research should explore the potential benefits of integrating them to create a more comprehensive intervention for couples.

Objective: The present study aimed to determine the effectiveness of existential group therapy on the impact of the event and self-monitoring in parents experiencing anticipatory disabling grief related to their child. Methods: This research employed a quasi-experimental method with a pretest-posttest two-group design. The statistical population consisted of all parents experiencing anticipatory disabling grief related to their child in Tehran, who sought psychological treatment at the "Lost Piece" Counseling and Psychotherapy Center in 2024. A total of 20 individuals were selected using a non-random purposive sampling method and then randomly assigned to two groups: 10 participants in the experimental group and 10 in the control group. The experimental group participated in ten 90-minute sessions of existential group therapy. Ultimately, following attrition, 8 participants successfully completed the treatment. The control group did not receive any intervention. It should be noted that in order to maintain equivalence between the experimental and control groups, a number of participants equal to the attrition in the experimental group were randomly removed from the control group as well. This study utilized the Revised Impact of Event Scale (IES-R), the Self-Monitoring Questionnaire, and the Anticipatory Grief Questionnaire. The collected data were analyzed using multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA). The Findings: results indicated a significant difference between the posttest mean scores of the experimental and control groups. Existential group therapy significantly improved both the impact of the event and self-monitoring among parents experiencing anticipatory disabling grief related to their child. Conclusion: These findings highlight its therapeutic value in addressing anticipatory disabling grief through meaning-making and emotional integration.

Objective: The present study aimed to investigate the effect of ACT training on mental disturbances, psychological capital, and problem-solving styles in female prisoners of Urmia City in 2022. Methods:  A semi-experimental design was used for the pre-test-post-test and follow-up (two months) with a control group. 40 participants were selected by purposive sampling and divided into two groups of 20 people, experimental and control. The experimental group was trained in 10 sessions of 90 minutes. Anxiety, stress, and depression questionnaires DASS-21, Loutans et al.'s psychological capitals (PCQ-24), and Cassidy and Long's problem-solving styles (PSS-24) were filled in three time stages. The data were analyzed using the statistical method of variance analysis with repeated measures. Results: The effectiveness of training (ACT) was stable on all three dependent variables. ( p <0.01)  There was a significant difference between the research groups in the mean scores of psychological disturbance, psychological capital, and problem-solving styles at the stage (pre-test, post-test, and follow-up). There was a significant difference between the research groups in all three dependent variables. ( p <0.05). Conclusion: Based on the findings, current research considers it possible to treat these people with ACT training in the prison environment.

Equanimity, as a critical feature of well-being can be strengthened and Virtual reality (VR) can be employed to cultivate this capacity. No previous study has directly investigated the impact of different equanimity practices within VR and compared people’s preferences for different practices. This study was conducted to explore whether practicing equanimity within three VR scenarios can increase mind-body calmness. Three VR scenarios (<10 min) were developed. A within-subject study (n=75) was designed to assess impact of these practices in improving calmness indices. Participants were exposed to VR practice sessions combining sound of a teacher and three animation environments including Mountain, Ocean, and Sky facing with changes during a year or day. Participants’ experience of each session was assessed using heart rate variability (HRV), respiratory rate, and self-reported ratings. Subjective state anxiety was also assessed at baseline and after the end of three VR sessions. Physiological indices were improved in Ocean practice compared to baseline and two other practices. Results showed that physiological indices during practices were correlated with self-reports of mindfulness, self-knowledge, and interoceptive awareness (p<.05). A significant reduction was observed in self-reported assessment of state anxiety. Generally, VR practices of equanimity were shown to induce mind-body calmness.

Objective: This study aimed to explore the individual, relational, and contextual factors that shape how parents respond to their children’s negative emotions. Methods and Materials: A qualitative design was employed to capture the lived experiences of parents in managing children’s emotional challenges. Twenty-two parents from Chile participated in semi-structured interviews, focusing on their perceptions, attitudes, and practices when responding to children’s negative emotions such as sadness, anger, and frustration. Participants were recruited through community centers and parenting networks, ensuring diversity in socio-demographic backgrounds. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis with the support of NVivo 14 software. Data collection continued until theoretical saturation was reached. Trustworthiness was ensured through peer debriefing, reflexive memos, and constant comparison during coding. Findings: Analysis revealed four overarching themes. (1) Emotional awareness and regulation in parents highlighted recognition of children’s emotions, self-regulation strategies, empathy, cultural norms in emotional expression, and awareness of emotional contagion. (2) Parenting beliefs and attitudes encompassed views on discipline, developmental understanding, attitudes toward emotional expression, emotion-coaching roles, intergenerational patterns, and moral or religious values. (3) Contextual and social influences included family environment, societal expectations, work–life balance, socioeconomic challenges, peer and social networks, and media exposure. (4) Coping strategies in responding to children’s negative emotions featured immediate reactions, long-term approaches, distraction and redirection, seeking external support, and communication techniques. Illustrative quotations underscored the variability and complexity of parental practices. Conclusion: The findings suggest that parents’ responses to children’s negative emotions are multifaceted, shaped not only by individual self-regulation and beliefs but also by cultural expectations, social contexts, and available coping resources. These insights underscore the need for interventions that support parental emotional awareness, resilience, and communication skills, while addressing contextual stressors to promote more adaptive emotion socialization.