The current research was conducted with the aim of the effect of attachment style on EMOTION REGULATION with the mediating role of identity style. The research method was descriptive and structural equation analysis. The statistical population of the research was all second year high school students of Kashan city in the academic year of 1400-1401, of which 500 people were selected by random cluster method. Data were collected based on three questionnaires: Gross & Jan (2003) EMOTIONal REGULATION Inventory, Identity Style Scale (6G-ISI) and Collins and Reid (1990) Attachment Style Questionnaire. The data are obtained by structural equation modeling and using Laserl 8.8 and 26 spss software. analyzed. Based on the results, secure attachment style at a significance level of 0.01, avoidant attachment style at a significance level of 0.05, and ambivalent attachment style at a significance level of 0.01 directly predicted EMOTION REGULATION. Among the three attachments, secure attachment style predicted EMOTION REGULATION at a significant level of 0.01, with the mediation of identity styles. Informational identity style at a significance level of 0.01, confused identity style at a significance level of 0.05 directly predicted EMOTION REGULATION. Among the three attachments, only the secure attachment style at a significance level of 0.01 had a significant role in predicting the normative identity style. According to the results of this study, EMOTION REGULATION is one of the most important constructs of educational psychology and an important factor in determining mental health and successful performance. It is in education that the factors affecting EMOTION REGULATION and its antecedents should be identified. Planning for training and holding educational workshops in this field in schools is suggested for students.

Introduction: In recent years, many studies focused on EMOTION REGULATION in conceptualization, explanation, and treatment of mental disorders. Problematic patterns of EMOTIONal reactivity and REGULATION are prominent factors in various mental disorders, specially internalizing disorders. The present study aimed to identify the role of EMOTION REGULATION STRATEGIES in predicting depression. Method: This descriptive – correlational research was conducted on 650 students of Yazd University selected by cluster sampling. They completed the Beck depression inventory (BDI-II) and COGNITIVE EMOTION REGULATION STRATEGIES Questionnaire (CERQ. ) Research data were analyzed in SPSS-22 by Pearson correlation coefficient and stepwise regression. Results: A significant positive correlation was found between maladaptive EMOTION REGULATION STRATEGIES (self-blame, rumination, catastrophizing, other-blame) and depression. Adaptive EMOTION REGULATION STRATEGIES (acceptance, reorientation, plan-focus, perspective taking) were negatively correlated with depression. Results of Stepwise regression showed that self-blame, reorientation, catastrophizing, plan-focus, and other blame could explain 34% of depression variance significantly. Conclusion: According to the results, EMOTION REGULATION STRATEGIES can be a significant factor in predicting depression; so, strengthening the adaptive COGNITIVE EMOTION REGULATION STRATEGIES should be considered in the development and modification of treatments for depression.

Objective: The main aim of this study was to examine the COGNITIVE EMOTION REGULATION STRATEGIES among prisoners with Borderline Personality Disorder (BPD) and compare those with the normal population, by achieving the patterns of the implemented STRATEGIES between the BPD prisoners.Methods: Ninety prisoners with BPD and 92 non-clinical individuals participated in this study. A Structured Clinical Interview (SCID-II) was used to diagnosis of BPD, and the COGNITIVE EMOTION REGULATION STRATEGIES were evaluated by the COGNITIVE EMOTION REGULATION Questionnaire (CERQ). The data were analyzed by independent t test and correlation coefficient via SPSS-16 software.Results: Independent t-test and correlations analyses showed that COGNITIVE EMOTION REGULATION STRATEGIES differed in BPD as compared to normal samples, and also showed that self-blame, catastrophization, other blames and rumination STRATEGIES exhibited the largest associations with BPD (rs=0.40, 0.38, 0.34 and 0.33, respectively).Conclusion: The findings showed that the COGNITIVE EMOTION REGULATION STRATEGIES, especially maladaptive COGNITIVE EMOTION REGULATION STRATEGIES, had significant relation with BPD symptoms. So, these maladaptive COGNITIVE-EMOTIONal components may, therefore, play an essential role in the interventional STRATEGIES.

Objective: The aim of this study was to investigate the effectiveness of process EMOTION REGULATION STRATEGIES in COGNITIVE EMOTION REGULATION STRATEGIES and general health problems among adolescent girls with addicted parents. Method: A quasi-experimental research design along with pre-test/post-test and control group was employed for the conduct of this study. The number of 30 female high school students with addicted parents in municipal district three of Karaj was selected via convenience sampling method. These sample units had obtained scores higher than the cut-off one in General Health Questionnaire (Goldberg, & Hillier) and were randomly assigned to two experimental and control groups. The experimental group received 10 training sessions of process EMOTION REGULATION STRATEGIES. Results: The results of this study showed that the training of process EMOTION REGULATION STRATEGIES has brought about changes in seven subscales of COGNITIVE EMOTION REGULATION STRATEGIES (self-blame, acceptance, rumination, positive refocus, planning, observing, and other-blame) and has reduced general health problems (depression, anxiety, physical difficulties, and total health problems) in adolescent girls. Conclusion: Process EMOTION REGULATION STRATEGIES is one of the effective interventions in COGNITIVE EMOTION REGULATION STRATEGIES and reduction of health problems.

Aim and Background: Although the relationship between history of childhood trauma and symptoms of borderline personality is widely studied, there has been little attention to lifetime traumas and investigate the role of COGNITIVE EMOTION REGULATION STRATEGIES and spiritual coping as mediators of this relationship. Therefore, the aim of this study was to investigate the mediating role of COGNITIVE EMOTION REGULATION STRATEGIES and spiritual coping in the relationship between the history of trauma and symptoms of borderline personality. Methods and Materials: In a descriptive-correlational study, 200 female-headed households of Neyshabur city were selected by available sampling method. The participants completed Borderline Traits Scale (BTS), COGNITIVE EMOTION REGULATION Questionnaire (CERQ), Trauma History Questionnaire (THQ) and Spiritual Coping Questionnaire (SCQ). Data were analyzed by LISREL and SPSS software, using Pearson correlation and structural equation modeling. Findings: The results of this study showed that proposed model about mediating role of COGNITIVE EMOTION REGULATION STRATEGIES and spiritual coping in the relationship between the history of trauma and symptoms of borderline personality has an acceptable fit with the data. In addition, maladaptive COGNITIVE EMOTION REGULATION STRATEGIES and negative spiritual coping mediated the relationship between history of trauma and symptoms of borderline personality. Conclusions: The results of present study emphasize the importance of maladaptive COGNITIVE EMOTION REGULATION STRATEGIES and negative spiritual coping in developing the symptoms of borderline personality after the trauma.

Aim: The aim of the present research was to investigate of the effectiveness of COGNITIVE EMOTION REGULATION STRATEGIES training on COGNITIVE flexibility in deaf students. Method: This study was a quasiexperimental study with pre-test, post-test design and control group. The participants were 28 deaf students from Mir School in Isfahan City in 2019 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups, each group consisting of 14 students who were assigned randomly. The experiment group participated in 8 sessions of COGNITIVE EMOTION REGULATION STRATEGIES training (two times a week; each session lasted 50 minutes), while the control group did not. The tool used was Dennis & VanderWal’ s COGNITIVE Flexibility Inventory (2010). Univariate analysis of covariance was used by SPSS24 for analyzing the data. Results: The results showed that COGNITIVE EMOTION REGULATION STRATEGIES training had a significant effect on the COGNITIVE flexibility of deaf students. Conclusion: COGNITIVE EMOTION REGULATION STRATEGIES training can increase COGNITIVE flexibility of deaf students. Therefore, it is recommended that this program be used for improvement of COGNITIVE flexibility in deaf students.