Objective: Numerous children with Obsessive-Compulsive Disorder (OCD) either have no access to its main treatment, i.e. Cognitive Behavioral Therapy (CBT), or fail to respond to it. Cognitive Bias Modification of Interpretation (CBMI) is a novel and promising intervention that targets the incorrect interpretation of intrusive thoughts and impulses, i.e. the characteristics of OCD. The present study aimed to determine the effects of CBMI in children with OCD for the first time. Besides, we evaluated the possibility of online implementation of this intervention. Methods: A sample of 35 children with OCD (aged 7-12 years) were randomly assigned to two study groups. The experimental group (n=18) received CBMI and the controls (n=17) received placebo treatment. Interpretation bias and OCD severity were assessed at pre-test, post-test, and 2-month follow-up stages, using the Obsessive Compulsive Inventory-Child Version (OCICV), Obsessive Beliefs Questionnaire-Child Version (OBQCV), and Ambiguous Scenarios Task (AST). The present study results were analyzed using two-way repeated-measures Analysis of Variance (ANOVA) and Paired Samples t-test. Results: The collected findings demonstrated that after receiving CBMI, children’s propensity to positively interpret ambiguous situations was increased, their tendency towards negative interpretation and OCD severity was also decreased. There was no such significant change in the control group. Furthermore, the effects of CBMI was sustained at the 2-month follow-up step. Conclusion: This study provided preliminary evidence that suggests CBMI is capable of modifying interpretation bias in children with OCD, can reduce the severity of their disorder, and works as an online intervention. This brief and inexpensive intervention could be considered as an auxiliary or standalone treatment for OCD in children.

This article studies the post-revolutionary social situation in Iran as a peripheral country, through the novels written and awarded in this historical moment. The narrative temporality and its rapport with the subjectivity that is constructed by and at the same time constructing a novel, is a pivotal formal characteristic, through which this essay engages with the analysis of Iran's post-revolutionary society after 1979 uprising. The discussion is concentrated on the awarded persian novels in three mainstream festivals, in the years between 2001 to 2011. This decade is specifically significant since post-revolutionary literary relations and institutions are established and gained power during this period. This research discusses three recurrent narrative temporalities centered around an "eternal past," which, as the essay argues, is a fundamental element in the specific actualization of post-modern subjectivity in the periphery. This specific actualization is different, but not isolated, from the case in the core countries. However, these two different actualizations of postmodern subjectivity are dialectically intertwined as the contrasting symptoms of a single phenomenon. In Iran's particular historical case, this actualization is synchronic with the construction of a post-revolutionary subjectivity that has to confront the defeat of the anti-systematic revolution, due to the structural limitations of state power in a peripheral country within the capitalist socio-economic relations. Reflecting upon this historical moment via the lens of narrative temporalities in the corpus of this research has made it possible to depict the complexities of Iran’s post-revolutionary society from an innovative perspective.

Objective: Emotion Coaching Parenting Program (ECPP) is one of the treatment programs focused on emotions and targets the way parents and children interact emotionally. Although the effectiveness of ECPP on children with internalizing disorders has been proved previously, the effects of this program have not been investigated in Iranian preschoolers with a range of internalizing disorders. Therefore, the aim of the current study was to examine the effects of ECPP when used by mothers of preschoolers with internalizing disorders. Methods: The current randomized controlled trial was done on 31 participants who were randomly assigned to the ECPP (n=15) and control (n=16) groups that completed all treatment sessions. Data were collected at three stages of pre-intervention, post-intervention, and 3-months follow-up, using Difficulties in Emotion Regulation Scale, Emotion Regulation Checklist, Achenbach’s Child Behavior Checklist, and Maternal Emotional Styles Questionnaire. Results: Repeated measures ANOVA tests were conducted to test differences between the intervention and control groups for maternal emotion regulation and maternal emotion coaching. The results indicated significant improvements in emotional awareness and emotion regulation of mothers in the intervention group at post-intervention and follow-up compared with the pre-intervention, while no significant improvements were found in the control group. Children in both groups showed improvements in emotional lability/negativity at post-intervention, but the improvements were significantly higher in the intervention group. Children of the intervention group also showed higher improvements in emotion regulation compared with the control group. Additionally, significant reductions in the symptoms of children’s internalizing disorders at post-intervention and follow-up were observed in the intervention group compared with the control group. Conclusion: ECPP can be one of the effective treatments for reducing the symptoms of children’s internalizing disorders and improving the emotion regulation of parent and child.