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Marital adjustment of wives is associated with the satisfaction and stability of the marital life. It is among the most valuable perspectives for counselors and therapists focusing on improving couples' relationships. This research was conducted with the aim of cultural tailoring and determining the effectiveness of "couples coping enhancement training" on improving marital adjustment of wives. Methods: The study has quasi-experimental design with pre-test and post-test and control/ placebo group with 6 months of follow-up. The statistical population consisted of the couples referring to the court of Shahr-e Kord in spring 2017 because of marital problems. The study sample comprised 36 couples selected through convenient sampling method and 12 couples were assigned randomly to the experimental, placebo and control group each. The couples of the experimental group received the administration of "couples coping enhancement training" based on cultural tailoring in 9 group sessions once a week. The placebo group had sessions with a therapist in 9 group sessions once a week and control group did not receive any intervention. The dyadic adjustment Scale was used for data collection. The obtained data were analyzed by variance analysis with the repeated measures analysis of variance in SPSS V. 21. Results: The couples receiving the couples coping enhancement training based on cultural tailoring reported a significant difference in the mean scores of marital adjustment of wives compared to placebo and control group couples in pre-test and 6 months follow-up (F=9.113, P<0.001). Conclusion: According to the results, couples coping enhancement training is an effective method for improving marital adjustment of wives.

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Background:The computerized cognitive training Program on working memory (Cogmed) is the most widely computerized program school in the world. According to the claims of producer about the new and important role of this program in improving working memory, learning and learning disabilities, the present study was designed to evaluate the effectiveness of this program in improving working memory in research using meta-analysis. Aims: The purpose of the present study was to combine research based on meta analysis in the area of the effectiveness of this program on working memory. Methods: In this study, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the role of cogmed program in working memory. To achieve the goal, the research literature on the relationship among these variables, in articles published between 2001 and 2018 were reviewed. 14 studies were included in the meta-analysis based on the research criteria (Experimental method, online printing, comparison of experimental and control groups, descriptive statistics). The results of diffusion bias study showed no bias in the research. Results: The results showed that the mean of the overall effect size of the investigated studies was 0/441 (P <0/01) for the fixed effects model and 0/651 (P <0/01) for the random effects, both of which were significant and indicated a significant effect of the compuered program on working memory. Conclusion: Cogmed program is effective based on the combination of research results and is recommended for working memory in prevention and treatment. Meta-analysis method in future studies with intervals of five to ten years is suggested.

Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

Introduction:The new approach to school is that the combination of individual and social roles affect the growth and progress of students at school. Thus, along with individual factors such as personality traits, academic identity, and academic engagement, attention has been paid to factors such as the school climate and the interpersonal conflict resolution skill that is more closely related to the social dimension of the school. Aim:The aim of this study was to investigate the relationship between school climate and conflict resolution strategies with academic identity which is mediated by personality traits (conscientiousness). Method:The research method was correlation and path analysis. The statistical population of this study included all second grade female students of Dezful city in the academic year of 96-97 and a sample of 300 students were selected by stratified random sampling method. The data were collected through a school climate questionnaire, conflict management questionnaire, personality trait questionnaire (NEO), educational engagement questionnaire and educational identity questionnaire. Data were analyzed by descriptive and path analysis statistic methods. Results:The results showed that all the impacts of the hypothesized model, except the conflict resolution strategies, were significant on identity and academic engagement (P<0.05). Conclusion:The school has a direct impact on academic commitment and academic identity, and conflict resolution strategies help to improve academic engagement through a personality trait.

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Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.