Objectives: Cognitive emotion regulation plays an important role in the emotional intelligence of students with hearing impairment. The present study was conducted to determine the effect of cognitive emotion regulation on emotional intelligence in students with hearing impairment. Methods: The present study was a quasi-experimental research with pre-test-post-test and control group design. This sample consisted of 30 students with a hearing impairment aged 16-20 years from the deaf school of Mir in Isfahan City, Iran in the 2018-2019 academic year. They were selected by convenient sampling method. The subjects were randomly divided into the intervention and control groups, and each group consisted of 15 students. The intervention group received a cognitive emotion regulation program in 8 sessions (45 minutes per session), while the control group did not participate in this intervention and was kept in the waiting list. Data gathering tools were an emotional intelligence test, administered before and after the training sessions. The obtained data were analyzed using a multivariate analysis of covariance and analysis of covariance in SPSS. Results: The results indicated that cognitive emotion regulation had a positive and significant effect on emotional intelligence and its subscales of students with hearing impairment in the intervention group after the intervention (P<0.0001). Discussion: Cognitive emotion regulation improved the emotional intelligence of students with hearing impairment. This program facilitates the improvement of the emotional intelligence in these students. Thus, paying attention to the cognitive emotion regulation program is essential for students with hearing impairment.

Introduction: Learning disabilities is one of the neuropsychological disorders that refers to delay and decrease in students' performance in some subjects, such as arithmetic, reading, writing, spelling and speaking, therefore they create a significant gap between students' potential and actual performance. Aim:The aim of this study has been meta-analysis of the effect of psychological nervous interventions on improving academic performance in students with specific learning disabilities.Method: This study has been performed by the meta-analysis method. The statistical population includes dissertations and researches published in scientific-research journals that have been done over the past 10 years (2009-2018) in the field of neuropsychological interventions to improve the academic performance in students with learning disabilities in Iran. Sample size was out of 36 studies which 24 methodologically that they were acceptable and the meta-analysis has been performed on them. The research tool is the meta-analysis checklist.Results: These researches were based on 695 samples and 24 effect sizes. The findings showed, the effect size of the nervous interventions on academic performance improving in students with specific learning disabilities was d =1.58 (p = 0.001). According to Cohen's table this effect size is high. Conclusion:The results indicated that these neuropsychological interventions have had a great effect on improving students' academic performance with specific learning disabilities. Furthermore, it is recommended for the experts to use these interventions on improving academic performance on these students. Moreover, based on different therapeutic approaches, it is important to consider the cultural context in different societies.

The present systematic review and metaanalysis aimed to examine the effectiveness of psychological interventions in improving students' mental health at Exceptional Talent Schools of Iran. Methods: The present research was a systematic review and meta-analysis, and its statistical population consisted of all domestic studies that were searched using keywords, including the SAMPAD and Exceptional Talent students in databases, namely Ensani.ir, SID.ir, Google Scholar, the Iranian Research Institute for Information Science and Technology (IranDoc), and Magiran.com. Using a purposive sampling method, we found 327 studies and finally reviewed 18 methodologically acceptable studies. The research tool was according to the PRISMA guideline in the systematic review method, and we used the meta-analysis checklist tool in the meta-analysis method. Results: According to the results, the positivism intervention, emotional regulation, and

Aim and Background:The attendances a child with intellectual disabilities in each family impress their structure and mental health, particularly mothers. Thus, the aim of this study was to compare the effect of chronic sorrow and feelings of entrapment in mothers that have children with intellectual disabilities and without, in Kashan 2017-2018. Methods and Materials: This study was a causal-comparative study, and its statistical population include all mothers of disabled and non-disabled children, in exceptional and normal schools in Kashan. The sample consist 66 mothers (31 mothers of children with intellectual disabilities and 35 mothers of non-disabled children), which were selected mothers of children with intellectual disability, by available sampling method and mothers of nondisabled children by multistage random sampling. To measure information, were used Kendall's Chronic Sorrow Instrument (KCSI) and entrapment questionnaire. The method of analysis was descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of variance). Findings: The results showed the significance difference between the feeling of chronic sorrow and feelings of entrapment in mothers of children with intellectual disabilities and without, in Kashan (p=.0001) and mothers of children with intellectual disabilities have chronicle chronic sorrow and feelings of entrapment more. Conclusions: Regarding the negative effects of two chronic sorrow and feelings of entrapment in mental health, it is necessary to provide psychological services to mothers of mentally disabled children.