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Effectiveness of The Unified Protocol and Transcranial Direct Current Stimulation on Working Memory and Continuous Attention in Patients with Generalized Anxiety Disorder
Mojtaba Ahmadi, Associate Professor Gholamreza Chalabianloo, Associate Professor Reza Abdi,
Volume 13, Issue 2 (9-2025)
Abstract
The present study aimed to investigate the effectiveness of Unified Protocol (UP) and transcranial Direct Current Stimulation (tDCS) treatment on working memory and continuous attention in patients with generalized anxiety disorder (GAD). The research design employed a quasi-experimental framework, featuring a pre-test and post-test design with two experimental groups and a control group. The statistical population consisted of patients diagnosed with GAD who sought treatment at clinics and specialized neuropsychiatry centers in Tehran during the first half of 2024. Based on the inclusion and exclusion criteria, a sample of 45 individuals (31 women and 14 men) was selected through purposive sampling and equally allocated (15 individuals in each group) into the UP intervention group, the combined UP and tDCS intervention group, and the waiting list group. The Structured Clinical Interview (SCID-V), the 7-item Generalized Anxiety Disorder Scale (GAD-7), the Corsi Block Test (to assess working memory), and the Clock Test (to assess continuous attention) were utilized as assessment tools. Statistical analyses were conducted using SPSS-26 statistical software, employing analysis of covariance (ANCOVA). The findings indicated that the use of the UP protocol, both alone and in combination with tDCS, led to a significant improved in working memory and continuous attention (P<0.05). Furthermore, this study suggests that both UP intervention and the combined intervention (UP+tDCS) are effective approaches to improve working memory and continuous attention in GAD patients and may serve as a novel strategy for managing this disorder and improving executive functions.

The effect of metacognitive training on reducing the symptoms of repeated negative thoughts and anxiety sensitivity in students
Dr Peyman Hatamian, Dr Ali Kazemi Rezaei,
Volume 13, Issue 2 (9-2025)
Abstract
The present study was conducted with the aim of the effectiveness of metacognitive therapy on repetitive negative thoughts and anxiety sensitivity in students. the current study was semi-experimental with a pre-test, post-test and follow up. The statistical population included all the male students of Razi University of Kermanshah, 30 of whom were selected by purposive sampling method and using the entry criteria. They were assigned to two experimental and control groups (15 people in the experimental group and 15 people in the control group). The research tools included the repetitive thoughts questionnaire of McAvee et al (2014) and the anxiety sensitivity scale of Taylor and Cox (1998). The experimental group received the intervention in 8 sessions of 60 minutes and the control group did not receive such training. Finally, the data were analyzed by multivariate covariance analysis using SPSS version 24 software. the results of covariance analysis showed that there was a significant difference between the control and experimental groups in the post-test phase (p. 0.001). Therefore, it can be said that metacognitive therapy has been effective on negative recurring thoughts and anxiety sensitivity of students. based on the findings, it can be concluded that metacognitive therapy training can be effective in reducing the symptoms associated with repetitive negative and anxious thoughts. Therefore, it is suggested to use metacognitive interventions to reduce the mentioned symptoms.

The Effect of Computer-Based Cognitive Rehabilitation and Self-Encouragement Training on Executive Functions and Mental Vitality in the ElderlyEncouraging training based on accepting yourself and others, paying attention to your positive points and daring to be imperfect can help the elderly to feel valuable and expand their connections. Also, computer-based cognitive rehabilitation restores cognitive function by relying on practice and repetition. Based on this, the aim of the present study was to investigate the effectiveness of computer-based cognitive rehabilitation and self-encouragement training on executive functions and mental vitality in the elderly. This research was a semi-experimental type with a pre-test and post-test design and control group. The statistical population was elderly subjects (subjects over 60 years old). In this study, 45 elderly subjects were selected using available sampling method, and 30 of them were selected as the final sample using the exclude and in
Dr Najmeh Hamid, Miss Asra Moradpoor, Dr Seyed Alii Marashy,
Volume 13, Issue 3 (12-2025)
Abstract 
Encouraging training based on accepting yourself and others, paying attention to your positive points and daring to be imperfect can help the elderly to feel valuable and expand their connections. Also, computer-based cognitive rehabilitation restores cognitive function by relying on practice and repetition. Based on this, the aim of the present study was to investigate the effectiveness of computer-based cognitive rehabilitation and self-encouragement training on executive functions and mental vitality in the elderly. This research was a semi-experimental type with a pre-test and post-test design and control group. The statistical population was elderly subjects (subjects over 60 years old). In this study, 45 elderly subjects were selected using available sampling method, and 30 of them were selected as the final sample using the exclude and include criteria, and they were randomly divided into two control and experimental groups of 15 subjects. The elderly in the experimental group received self-encouragement training for 10 sessions of 90 minutes, as well as Rihakam cognitive rehabilitation interventions for 10 sessions of 45 minutes but the control group did not receive any intervention. The results of covariance analysis of the data have shown that there was a significant difference between the experimental and control groups in each of the dependent variables (P<0.001). That is, the average performance of executive functions and mental vitality in the experimental group increased significantly compared to the pre-test and the control group, and these results have continued significantly in the follow-up period (P <0.001). In general, cognitive rehabilitation intervention (Rihakam) and self-encouragement training have improved and increased executive functions and mental vitality in the elderly. Therefore, it is suggested to use Rihakam's cognitive rehabilitation intervention and self-encouragement training as complementary or separate treatments to improve the quality of human life in old age.

The Effectiveness of a Wising Educational Program on Students' Executive Functions
Mr Hiwa Ali Mohammadi, Dr Rasool Kordnoghabi, Dr Abolghasem Yaghoobi, Dr Afshin Afzali,
Volume 13, Issue 3 (12-2025)
Abstract
The present study aimed to investigate the effectiveness of the Wising Education Program on the executive functions of third-grade elementary school students. A quasi-experimental design with pre-test, post-test, and three-month follow-up, along with a control group, was employed. The statistical population consisted of all third-grade students enrolled in nonprofit schools in Hamedan City during the 2023-2024 academic year. A total of 60 third-grade elementary school students (30 girls and 30 boys) were selected using available sampling, and they were randomly assigned to the experimental (n = 30) and control (n = 30) groups. The experimental group received thirty 45-minute sessions of Wising Education Program, while the control group did not receive any training. instrument included the Brief Executive Function Behavioral Scale, Second Edition (BRIEF2) for Parents (2015). Data were analyzed using SPSS-28 and repeated measures ANCOVA and MANCOVA. Results indicated that the Wising Education Program significantly improved executive functions and their dimensions in students, and these effects were maintained in the follow-up stage. These findings suggest that The Wising Education program is an effective model for improving executive functions in the student population.

Structural Equation Modeling of Smartphone Addiction Based on the Formation of Anxiety and Depression with the Mediating Role of Metacognition in Adolescent Male Students
Dr Ali Akbar G Goodini, Dr Mohammad Garavandnia,
Volume 13, Issue 3 (12-2025)
Abstract
The present study aimed to examine a structural equation model of smartphone addiction based on the roles of anxiety and depression, with metacognition as a mediating variable, among male adolescent students. This research employed a descriptive–correlational design, and the statistical population consisted of male students in District 1 of Karaj during the 2023–2024 academic year. A total of 361 participants were selected through random sampling. Data were collected using the Metacognition Questionnaire by Wells and Cartwright-Hatton (2004), the DASS-21 by Lovibond (1995), and the Smartphone Addiction Scale (SAS) developed by Kwon et al. (2013). Pearson correlation analysis and structural equation modeling were used to analyze the data. Findings indicated that the proposed model demonstrated a satisfactory fit among the adolescent participants. Results further showed that anxiety (β = 0.42, p < 0.01), depression (β = 0.11, p < 0.01), and metacognition (β = 0.40, p < 0.01) each had a direct and positive effect on smartphone addiction. These outcomes suggest that psychological interventions grounded in metacognitive approaches may effectively reduce dependence on modern digital technologies and support healthier behavioral patterns during adolescence.

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