Metabolic syndrome is one of the most common diseases both in Iran and in the world, which has been widely reported to be associated with anxiety and distress in the metabolic syndrome group. The purpose of the present study was to determine the effectiveness of an educational group logotherapy on existential anxiety in patients with metabolic syndrome. This study was a quasi-experimental pretest-posttest with a control group. The study population consisted of adult women aged between 25 to 60 years old with Metabolic Syndrome that referred to the health center of Semnan County in 2018. The sample included 30 (15 for each group) patients with Metabolic Syndrome who were selected as an available and randomly recruits to each of the groups. Then, the participants in the experimental group participated in 10 sessions of 90 min of Group Logo-Therapy Program, while the control group did not receive any intervention. The instrument for gathering data was the Existential Anxiety Questionnaire. To analyze the data, SPSS.v21 software and statistical tests such as MANCOVA and paired t-test were applied. The results indicated that the group logo-therapy program had a statistically significant impact on components of meaning anxiety and death anxiety, but no difference between control and experimental group in term of loneliness anxiety and responsive anxiety was observed. Also, the results indicated that there was stability at the follow-up stage for death anxiety and loneliness anxiety. According to the results, the group logic training program has been effective in changing some of the variable dimensions of existential anxiety and has increased the ability of individuals to face logic and consequently responsibility for life. And, considering the transient existence of the world in place of insecurity and isolation, it calls for human effort and activity, so it is recommended to use this intervention for people with existential anxiety.

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Background: The use of new technologies in education is a topic that has attracted the attention of educational experts over the past two decades. The purpose of this study was to investigate the effect of an instructional model enriched with assistive technology on the achievement satisfaction of people with physical-motor impairments in learning English. Methods: The research method is semi-experimental, with a pre-test/post-test design using a control group. The statistical population consisted of male individuals with physical mobility impairments studying at Imam Ali Educational Center in Tehran. To determine the sample size,Cohen’s (1986) table was used. Based on the sample size table, 16 people were selected. In this method, after drawing up a student list with a random number table, the sample was selected after checking criteria for entry and exit. The experimental group was trained in six sessions using an instructional model enriched with online and offline assistive technologies, and the control group was trained in the usual way. Results: The mean ± standard deviation (SD) for pre- and post-test in the experimental group were 75.50 ± 5.90 and 82.25 ± 6.29, respectively, and was 75.38 ± 11 and 77.37 ± 11.91 in the control group. The results of the analysis of covariance between adjusted means of both groups for variable of academic satisfaction show a significant difference between the two groups (F =20.06, P < 0.01). The effect size was 0.60. Conclusion: Using an instructional model enriched with assistive technology can be useful in teaching English to individuals with physical-motor impairments.

Background and Purpose:The incidence of cancer in children is a stressful event that, in addition to causing various health problems for the family, may also have different physical and psychological consequences for the child. Depression is one of the most important comorbid psychological symptoms with cancer, which has been widely reported in both studies and clinical observations in people with the disease. The purpose of this study was to investigate the effect of emotion regulation training on depression in children with cancer Methods: The method of this study was quasi-experimental with pre-test and post-test. The statistical population of this study included all children aged 8 to 12 years (boys and girls) with cancer who were admitted to the medical centers of Shahid Bahrami Children's Hospital in 2016. Ten children from these health centers were selected by convenience sampling and received emotion regulation intervention program in nine 30-minute sessions. Research data were collected by parents and teacher forms of the Child Behavioral Inventory Questionnaire (Achenbach and Rescorla, 2001) during the pre-test and post-test stages. Data were analyzed using dependent t-test. Results: Dependent t-test results showed that the depression score of children in post-test was significantly decreased compared to pre-test; therefore, emotion regulation training had a significant effect on reducing depression in children with cancer (P <0.001). Conclusion:Based on the findings of the present study, it can be concluded that the intervention program used in this study has been able to reduce the depression syndrome in children with cancer by enhancing positive emotion regulation skills and reducing negative skills. In addition, increasing the use of positive emotion regulation strategies in children with cancer will help them to accept existing conditions of the disease and increase their cooperation, thereby facilitating their treatment in the hospital.