The aim of this study was to investigate the direct and indirect roles of psychiatric symptoms, social support, and meaning in life in predicting internet addiction among university students. Methods: The study was performed in a cross-sectional design by employing the path analysis to explore the model fitting. All the students at Kerman University of Medical Sciences constituted the research population. A total of 159 students were selected, by random cluster sampling method, as sample members. The questionnaires were utilized for data collection. Results: The results revealed that more than half of the participants were afflicted with the Internet addiction or were on the verge of addiction. Correlation coefficients results indicated a positive correlation between all the subscales of psychiatric symptoms and students' Internet addiction and also a negative correlation between all the subscales of social support and Internet addiction. Moreover, a negative correlation was found between meaning in life (PML) and internet addiction. Among all the endogenous variables, depression accounted for most of the variances in Internet addiction. Social support and PML also accounted for a considerable part of the variances in Internet addiction, either directly or indirectly. In addition, the goodness of fit indices was indicative of an acceptable fitness (CFI=0.96, NFI=0.94, IFI=0.92, RMSEA=0.17). Conclusion: Considering the fit indices, path coefficients, and the significance level, it can be maintained that the presented model for Internet addiction has an acceptable goodness of fit and that it explains 75% of the variance in participants' Internet addiction.

Background: Today, opioid use is recognized as a global concern, threatening people's physical and mental health. Objectives: This study was conducted to investigate the effects of self-control training on emotional wellbeing and opioid craving among men with opioid use disorder. Methods: In this quasi experimental study, the sample included all men with opioid use disorder, who were admitted to drug treatment centers of district 6, Tehran, Iran during year 2015. Fifty subjects were initially selected, matched, and randomly assigned to experimental and control groups (25 cases per group). After a diagnostic interview, the subjects were asked to complete the pretests, including the cognitive emotion regulation questionnaire (CERQ), facial expression recognition test (FERT), emotional processing scale (EPS), toronto alexithymia scale (TAS), and craving beliefs questionnaire (CBQ). The experimental group participated in 10 weekly sessions of self-control training. A week after the intervention, both groups were tested using the same instruments. For data analysis, multiple analysis of variance (MANOVA) test was applied in SPSS version 18. Results: Self-control training caused a significant increase in positive emotion regulation (P < 0.001), emotion recognition (P = 0.002), and emotion processing (P < 0.001), while reducing negative emotion regulation (P = 0.002), alexithymia (P < 0.001), and opioid craving in men with opioid use disorder (P < 0.001). Conclusions: Self-control training exerts a significant effect on the improvement of emotional wellbeing in men with opioid use disorder and reduces their opioid craving.

Background: Students with learning disabilities, in comparison to normal students, have relatively more problems. Objectives:The aim of the present study is to compare the social support, aggression and self-injurious behaviors in students with and without learning disabilities. Patients and Methods: All students with and without learning disabilities from secondary schools of Ardabil, Iran constitute the research population. Sixty students were randomly selected by cluster sampling. Raven's IQ Test, Social Support Scale, Aggression Questionnaire and Deliberate Self-harm Inventory were utilized for data collection. The MANOVA test also was applied for data analyzing. Results:The results of the present study indicated that students with learning disabilities, in comparison with normal students, have a inferior perceived social support and a higher rate of aggression as well as a higher self-injurious behavior. Analyses of regression also delineated that social support, physical aggression and verbal aggression can predict self-injurious behaviors in students with learning disabilities. Conclusions: Low social support and high aggression are two important factors which affect self-injurious behaviors in students with learning disabilities.