Article InfoBackground: The issue of addiction among teenagers is critically important due to the sensitive nature of this life stage and its role in their future life. The present study aims to investigate the effectiveness of mindfulness-based cognitive therapy and emotionregulation training on rumination and social anxiety in teenagers prone to addiction living in group foster care centers in 2018. Materials and Methods: This is an experimental research with a pre-test, post-test, and follow-up design. The statistical population included all male teenagers aged 13 to 18 years living in group foster care centers of Tehran in 2018. Using the convenience sampling method, 45 teenagers were selected and randomly divided into two experimental groups and a control group (n= 15 per group). The research instrument included the Addiction Potential Scale (APS), the Social Phobia Inventory (SPIN), and the Ruminative Response Scale (RRS). SPSS version 22.0 was further used to analyze the data. Results: The mean of the post-test scores of rumination and physiological symptoms in the cognitive therapy group (55.00±2.00 and 10.47±1.88, respectively) and the emotionregulation group (61.80±5.28 and 11.40±1.24, respectively) were significantly lower than them in the control groups (69.07 ± 1.99 and 13.00 ± 1.55, respectively). The results indicated a significant effect of mindfulness-based cognitive therapy and emotionregulation training on rumination and social anxiety in teenagers (p<0.05). Conclusion:Mindfulness-based cognitive therapy and emotion-regulation training can be used to reduce the social anxiety and rumination of teenagers prone to addiction.

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Background: Clients visiting Methadone Maintenance Treatment (MMT) clinics frequently face relapse during treatment. The present study was done to investigate the relationship between family communication patterns and resiliency and craving for drugs through the mediatory role of difficulty in cognitive emotion regulation among clients treated with methadone. Methods: This descriptive correlational study was done on 213 drug addicts who referred to Ahvaz methadone treatment clinics in 2019, selected using convenience sampling. The research instruments included the Revised Family Communication Patterns (RFCP), the Connor-Davidson Resilience Scale (CD-RISC), the Cognitive Emotion Regulation Questionnaire (CERQ), and Craving Beliefs Questionnaire (CBQ). The proposed model was evaluated by path analysis using AMOS software. Results: The results revealed a significant negative relationship between family communication patterns and the craving for drugs (P<0.01). There was a significant negative relationship between resiliency and craving for drugs in clients treated with methadone (P<0.01). Difficulties in cognitive emotion regulation had a mediating role in the relationship between family communication and resiliency with a craving for drugs (P<0.05). Conclusion: According to the results of this study, the proposed model had a good fit. The family communication patterns as the external and environmental factors, and resiliency as an internal and psychological factor, affect control over negative emotions and craving for drugs. Therefore, they must be considered by therapists to keep the client in the process of treatment.

In Iran, a large number of adolescents compete every year to enter university, given the better job opportunities that may exist after graduation. The hope of having more education affects students’ academic engagement. The purpose of this study was to investigate the relationship between academic hope and academic engagement with the mediating role of academic buoyancy, using the Academic Hope Scale, Academic Buoyancy Scale, and Academic Engagement Scale. The participants in the study were 353 Iranian students in the last year of high school who had applied to enter university in 2019. Data were analysed using structural equation modelling procedures. The results showed that there was a direct significant relationship between academic hope (p ≤ .01, β = 0.19) and academic buoyancy (p ≤ .01, β = 0.25) with academic engagement. There was a direct and significant relationship between academic hope and academic buoyancy (p ≤ .01, β = 0.33). And academic buoyancy partially mediated the relationship between academic hope and academic engagement. The discussion concerns the potential benefits of implementing interventions designed to enhance academic hope to increase learners’ academic engagement.

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