Aim and Background: The problem of emotional regulation is one of the problems faced by students with dyslexia. The aim of this study was to investigate the effectiveness of psychodrama on emotion regulation of students with dyslexia. Methods and Materials: This study was quasi-experimental with pre-test, post-test and control group design. The statistical population included all students with dyslexia who were studying in public schools of the five educational regions of Isfahan city during 2015-2016. Multistage random sampling was used for the selection of the sample. The Reading & Dyslexia Test (RDT) were administered to identify learning disabilities in the students and 30 students with dyslexia were selected and randomly assigned to experimental (n=15) and control (n=15) groups. The intervention for the experimental group included 12 sessions each lasted 25 minutes. In this study, the Cognitive Emotion Regulation Questionnaire (CERQ), Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and Reading & Dyslexic Test (RDT) were used. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Findings: The findings indicated that the psychodrama training program significantly influenced emotion regulation of students with dyslexia (p<0.0001). Conclusions:The results showed that psychodrama training program is effective in emotion regulation of students with dyslexia. So, students after receiving this approach, in addition to reducing negative emotions and improving the regulation of positive emotions also improved in other areas such as interpersonal and social behaviors. Therefore, focusing on emotional regulation skills as an important factor in the continuity of learning disorders can be useful in designing preventive interventions and reducing the incidence of psychological disorders.

The current research was conducted with the aim of the efficacy of training life skills on the Payame Noor students' self esteem, Saghez branch. The research population includes all the Payame Noor students, Saghez branch who were studying in the educational year of 2013-2014. In this research 40 students were selected through the random sampling method available as the research sample volume. From among this number, 20 students were selected through the random sampling method available as the research sample volume who was participating in the educational workshop of life skills and 20 more students were also chosen as the control group. The method applied in this research is semi empirical with two groups of experiment and control. The experiment group was placed under 8, 120 minute sessions of training life skills. To collect data the 58 item Cooper Smith questionnaire was used. To analyze data, the descriptive statistics (Average, standard deviation,…) as well as inferential statistics (covariance analysis) were applied . Results indicated that the average self esteem scores in the experimental group posttest is higher than that of the posttest in the control group.