University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The Effect of Help-Seeking Strategies Training on Social Isolation and Academic Boredom in Withdrawn Students The Effect of Help-Seeking Strategies Training on Social Isolation and Academic Boredom in Withdrawn Students 1 24 30289 10.22108/cbs.2026.144333.1989 FA Abolghasem Yaghoobi Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Fatemeh Moradiany Ph.D. Student in Educational Psychology, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran 0009-0001-1001-1067 Rasool Kordnoghabi Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamadan, Iran Journal Article 2025 03 31 This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom among withdrawn students. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female junior high school students in Nourabad County during the 2023-2024 academic year, from which 40 withdrawn students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students each). Measurement tools included the Social Isolation Questionnaire, Academic Boredom Scale, and Help-Seeking Strategies Training Protocol. The experimental group received 13 sessions of help-seeking strategies training, followed by a posttest. Results from multivariate analysis of covariance (MANCOVA) revealed a statistically significant difference (p<0.01) between the experimental and control groups in mean scores of social isolation and academic boredom, indicating that the training effectively reduced both social isolation and academic boredom. Findings demonstrate that help-seeking strategies training serves as an effective intervention for simultaneously mitigating social isolation and academic boredom in withdrawn students. These results underscore the importance of developing educational intervention programs focused on enhancing communication skills in school settings. Introduction Students, as valuable assets of society, play a vital role in improving its health and success (Farnia et al., 2020). Behavioral issues such as social withdrawal, anxiety, and depression negatively impact their academic and social functioning (Rezaei Sharif & Khademi Astane, 2022). Social withdrawal is characterized by traits like social isolation, shyness, and avoidance of group interactions, affecting 1–3% of students (Bruinsma et al., 2006; Habibi et al., 2015). This condition leads to social isolation and academic boredom (Keykha & Shahbazi, 2018; Ahmadi et al., 2020). Social isolation refers to a lack of objective or subjective interactions with others (Hughes et al., 2004), while academic boredom is a negative emotional state marked by disinterest in learning, which diminishes academic performance (Wu & Kang, 2023). Although conventional interventions such as cognitive therapy and play therapy are effective (Ghyasizadeh, 2013), they are time-consuming. In contrast, help-seeking strategies training, as a school-based intervention, can mitigate these issues by enhancing social interactions and academic self-efficacy (Kabini Moghaddam et al., 2020). This study examines the effect of these strategies on reducing social isolation and academic boredom in withdrawn students. Method The present study employed a quasi-experimental design with a pretest–posttest and a control group. The study population included all female students in the first cycle of secondary school (lower secondary) in Nurabad County during the 2023–2024 academic year. Accordingly, five schools were selected based on criteria of geographic diversity, socioeconomic status, and the cooperation of school principals. Then, among the students in these schools, those who were suspected of social withdrawal and isolation based on the school counselor’s judgment through observation of overt behaviors were introduced to the researcher. After screening, 40 students who obtained at least the required cutoff score (50) on Social Isolation Questionnaire (Modaresi Yazdi, 2014) were included in the study. Their inclusion was confirmed by school counselors. Participants were randomly assigned to experimental and control groups. The experimental group received 13 sessions (60 minutes each) of help-seeking strategies training (Habibi Kliber, 2012) protocol. Data were collected using the Social Isolation Questionnaire (Modaresi Yazdi, 2014) and the Academic Boredom Scale (Pekrun et al., 2005) during pretest and posttest phases and analyzed using SPSS-26. Results The mean age of participants was 13.47 (SD = 1.11). Descriptive (mean, SD) and inferential statistics (multivariate analysis of covariance, MANCOVA) were used for analysis. Results showed a significant reduction in social isolation, class-related boredom, and learning-related boredom (components of academic boredom) in the experimental group, while changes in the control group were negligible. Assumptions for MANCOVA were verified: normality (Shapiro-Wilk, p > 0.05), homogeneity of variances (Levene’s test, p > 0.05), homogeneity of covariance matrices (Box’s M, p > 0.05), and nonsignificant pretest-group interaction (p > 0.05). MANCOVA indicated significant differences between groups in at least one dependent variable (p < 0.05). Analysis revealed that help-seeking training significantly reduced social isolation (p < 0.001, F = 468.71, η² = 0.931), class-related boredom (p < 0.001, F = 265.92, η² = 0.884), and learning-related boredom (p < 0.001, F = 233.67, η² = 0.870). High eta-squared values indicated that 93%, 88%, and 87% of variance in these variables, respectively, was attributable to the intervention. Discussion and Conclusion This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom in withdrawn students. The results demonstrated that this training significantly reduced social isolation and improved symptoms of academic boredom. To explain these findings, it can be stated that withdrawn students typically become trapped in social isolation due to difficulties in establishing interpersonal relationships, and help-seeking strategies training breaks this vicious cycle by enhancing communication skills and creating support networks. On the other hand, academic boredom, characterized by disinterest in learning and decreased academic motivation, is prevalent among these students. The help-seeking training alleviated this problem by facilitating access to support resources and reducing feelings of helplessness. The findings of this study are consistent with previous research, such as Newman's (2013) work on reducing social isolation and Kabini Moghaddam et al.'s (2018) studies on improving academic performance. The mechanism of these training effects can be analyzed at multiple levels: at the individual level, help-seeking increases self-efficacy and reduces anxiety; at the interpersonal level, it enhances social interactions; and at the environmental level, it facilitates access to support resources. Accordingly, the large effect size obtained (η² ≈ 0.97) indicates the significant impact of this intervention, although limitations such as purposive sampling and the use of self-report measures should be considered when interpreting these results. Among the limitations of this study are the lack of follow-up assessments and non-random sampling. Future studies should replicate this research with larger samples and across different gender groups. Additionally, implementing follow-up assessments could help understand the persistence of the intervention's effects. Given the observed effectiveness, it is recommended that educational administrators, school counselors, and counseling centers incorporate this training program into their interventions. This study demonstrated that help-seeking strategies training can serve as a cost-effective, school-based intervention that simultaneously addresses both social and academic problems in withdrawn students, representing an important step toward improving the mental health and academic performance of this student population. This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom among withdrawn students. The research employed a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female junior high school students in Nourabad County during the 2023-2024 academic year, from which 40 withdrawn students were selected through purposive sampling and randomly assigned to experimental and control groups (20 students each). Measurement tools included the Social Isolation Questionnaire, Academic Boredom Scale, and Help-Seeking Strategies Training Protocol. The experimental group received 13 sessions of help-seeking strategies training, followed by a posttest. Results from multivariate analysis of covariance (MANCOVA) revealed a statistically significant difference (p<0.01) between the experimental and control groups in mean scores of social isolation and academic boredom, indicating that the training effectively reduced both social isolation and academic boredom. Findings demonstrate that help-seeking strategies training serves as an effective intervention for simultaneously mitigating social isolation and academic boredom in withdrawn students. These results underscore the importance of developing educational intervention programs focused on enhancing communication skills in school settings. Introduction Students, as valuable assets of society, play a vital role in improving its health and success (Farnia et al., 2020). Behavioral issues such as social withdrawal, anxiety, and depression negatively impact their academic and social functioning (Rezaei Sharif & Khademi Astane, 2022). Social withdrawal is characterized by traits like social isolation, shyness, and avoidance of group interactions, affecting 1–3% of students (Bruinsma et al., 2006; Habibi et al., 2015). This condition leads to social isolation and academic boredom (Keykha & Shahbazi, 2018; Ahmadi et al., 2020). Social isolation refers to a lack of objective or subjective interactions with others (Hughes et al., 2004), while academic boredom is a negative emotional state marked by disinterest in learning, which diminishes academic performance (Wu & Kang, 2023). Although conventional interventions such as cognitive therapy and play therapy are effective (Ghyasizadeh, 2013), they are time-consuming. In contrast, help-seeking strategies training, as a school-based intervention, can mitigate these issues by enhancing social interactions and academic self-efficacy (Kabini Moghaddam et al., 2020). This study examines the effect of these strategies on reducing social isolation and academic boredom in withdrawn students. Method The present study employed a quasi-experimental design with a pretest–posttest and a control group. The study population included all female students in the first cycle of secondary school (lower secondary) in Nurabad County during the 2023–2024 academic year. Accordingly, five schools were selected based on criteria of geographic diversity, socioeconomic status, and the cooperation of school principals. Then, among the students in these schools, those who were suspected of social withdrawal and isolation based on the school counselor’s judgment through observation of overt behaviors were introduced to the researcher. After screening, 40 students who obtained at least the required cutoff score (50) on Social Isolation Questionnaire (Modaresi Yazdi, 2014) were included in the study. Their inclusion was confirmed by school counselors. Participants were randomly assigned to experimental and control groups. The experimental group received 13 sessions (60 minutes each) of help-seeking strategies training (Habibi Kliber, 2012) protocol. Data were collected using the Social Isolation Questionnaire (Modaresi Yazdi, 2014) and the Academic Boredom Scale (Pekrun et al., 2005) during pretest and posttest phases and analyzed using SPSS-26. Results The mean age of participants was 13.47 (SD = 1.11). Descriptive (mean, SD) and inferential statistics (multivariate analysis of covariance, MANCOVA) were used for analysis. Results showed a significant reduction in social isolation, class-related boredom, and learning-related boredom (components of academic boredom) in the experimental group, while changes in the control group were negligible. Assumptions for MANCOVA were verified: normality (Shapiro-Wilk, p > 0.05), homogeneity of variances (Levene’s test, p > 0.05), homogeneity of covariance matrices (Box’s M, p > 0.05), and nonsignificant pretest-group interaction (p > 0.05). MANCOVA indicated significant differences between groups in at least one dependent variable (p < 0.05). Analysis revealed that help-seeking training significantly reduced social isolation (p < 0.001, F = 468.71, η² = 0.931), class-related boredom (p < 0.001, F = 265.92, η² = 0.884), and learning-related boredom (p < 0.001, F = 233.67, η² = 0.870). High eta-squared values indicated that 93%, 88%, and 87% of variance in these variables, respectively, was attributable to the intervention. Discussion and Conclusion This study aimed to examine the effect of help-seeking strategies training on social isolation and academic boredom in withdrawn students. The results demonstrated that this training significantly reduced social isolation and improved symptoms of academic boredom. To explain these findings, it can be stated that withdrawn students typically become trapped in social isolation due to difficulties in establishing interpersonal relationships, and help-seeking strategies training breaks this vicious cycle by enhancing communication skills and creating support networks. On the other hand, academic boredom, characterized by disinterest in learning and decreased academic motivation, is prevalent among these students. The help-seeking training alleviated this problem by facilitating access to support resources and reducing feelings of helplessness. The findings of this study are consistent with previous research, such as Newman's (2013) work on reducing social isolation and Kabini Moghaddam et al.'s (2018) studies on improving academic performance. The mechanism of these training effects can be analyzed at multiple levels: at the individual level, help-seeking increases self-efficacy and reduces anxiety; at the interpersonal level, it enhances social interactions; and at the environmental level, it facilitates access to support resources. Accordingly, the large effect size obtained (η² ≈ 0.97) indicates the significant impact of this intervention, although limitations such as purposive sampling and the use of self-report measures should be considered when interpreting these results. Among the limitations of this study are the lack of follow-up assessments and non-random sampling. Future studies should replicate this research with larger samples and across different gender groups. Additionally, implementing follow-up assessments could help understand the persistence of the intervention's effects. Given the observed effectiveness, it is recommended that educational administrators, school counselors, and counseling centers incorporate this training program into their interventions. This study demonstrated that help-seeking strategies training can serve as a cost-effective, school-based intervention that simultaneously addresses both social and academic problems in withdrawn students, representing an important step toward improving the mental health and academic performance of this student population.

https://cbs.ui.ac.ir/article_30289_14754e67e95617bf12419a074758a4ec.pdf

University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The Effectiveness of a Unified Protocol of Trans-Diagnostic Treatment on The Emotion Regulation Strategies of Anxious Student Girls The Effectiveness of a Unified Protocol of Trans-Diagnostic Treatment on The Emotion Regulation Strategies of Anxious Student Girls 25 52 30419 10.22108/cbs.2026.146580.2067 FA SOGAND GHASEMZADEH PAssociate Professor, Department of Psychology, Faculty of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran Aliakbar Arjmandnia Professor, Department of Psychology, Faculty of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran 0000-0001-8030-8416 Faezeh Shabanali Fami Master of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran Aynaz Holakouee Master of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Psychology and Education of Exceptional Children, University of Tehran, Tehran, Iran Journal Article 2025 09 06 The present study aimed to examine the effectiveness of a unified transdiagnostic treatment program on emotion regulation strategies in anxious adolescent girls. A quasi-experimental pretest-posttest design with experimental and control groups was employed. The study population consisted of female middle school students in Tehran, from whom 24 participants were selected through convenience sampling following screening with the Achenbach Youth Self-Report and a semi-structured clinical interview. Participants were randomly assigned to an experimental group (n = 12) and a control group (n = 12). The experimental group received a 12-session unified transdiagnostic intervention based on Barlow’s protocol, while the control group was placed on a waitlist. Emotion regulation strategies were assessed using the Emotion Regulation Questionnaire (Gross & John) and the Difficulties in Emotion Regulation Scale (Gratz & Roemer). Data were analyzed using non-parametric tests, including the Wilcoxon signed-rank test, Mann–Whitney U test, and analysis of covariance. Results indicated a significant increase in cognitive reappraisal and a significant decrease in emotional suppression in the experimental group compared to the control group (p < .01). Moreover, all subscales of difficulties in emotion regulation, as well as the total score, showed a significant reduction in the experimental group, whereas no significant changes were observed in the control group. These findings suggest that the unified transdiagnostic treatment is effective in enhancing adaptive emotion regulation strategies and reducing emotion regulation difficulties in anxious adolescent girls. Given its flexibility, cost-effectiveness, and focus on shared emotional mechanisms, this approach appears to be a promising intervention for adolescents with emotional disorders and may be particularly suitable for school-based mental health programs. Introduction Anxiety disorders during adolescence are among the most common mental health problems and are associated with wide-ranging consequences in emotional, academic, social, and familial domains. This developmental period, due to the simultaneous occurrence of biological, cognitive, and social changes, is characterized by increased emotional sensitivity and affective fluctuations, making adolescents more vulnerable to experiencing anxiety and emotional inefficiencies. Research evidence indicates that adolescent girls, compared to boys, report higher levels of anxiety and difficulties in emotion regulation, highlighting the necessity of designing and implementing targeted interventions for this group. From a theoretical perspective, emotion regulation, as one of the key transdiagnostic constructs, plays a central role in explaining the development, maintenance, and comorbidity of emotional disorders. Deficits in emotion regulation can lead to repeated use of maladaptive strategies such as emotional avoidance, suppression, and impulsive reactions; strategies that may reduce distress in the short term but reinforce the cycle of anxiety in the long term. Accordingly, focusing on improving emotion regulation processes, particularly within transdiagnostic approaches, has recently become a research and clinical priority. Unified transdiagnostic treatment, by targeting shared emotional mechanisms, provides a coherent framework for intervention across a broad spectrum of anxiety disorders. The present study aimed to examine the effectiveness of this treatment on emotion regulation strategies among anxious adolescent girls. Method The current study employed a quasi-experimental design with a pretest, a posttest and a control group. After initial screening and diagnostic interviews, 24 first-year high school girls, were randomly assigned to experimental and control groups. The experimental group participated in twelve sessions of unified transdiagnostic treatment based on Barlow’s protocol, while the control group was placed on a waitlist. Research instruments included the Cognitive Emotion Regulation Questionnaire and the Difficulties in Emotion Regulation Scale. Data were analyzed using non-parametric tests and analysis of covariance. Findings indicated that the unified transdiagnostic intervention had significant, broad, and multidimensional effects on emotion regulation in anxious students. At the level of emotion regulation strategies, results showed a significant increase in the use of cognitive reappraisal in the experimental group compared to the control group (p < 0.01). This increase reflects an improvement in adolescents’ ability to reinterpret emotionally challenging situations and reduce the perceived threat of events. Simultaneously, scores for emotional suppression in the experimental group significantly decreased, indicating a reduced tendency to suppress emotions and an increased willingness to experience and process feelings. At the level of emotion regulation difficulties, there was a significant decrease in the total score of the Difficulties in Emotion Regulation Scale in the experimental group. Component analysis revealed that non-acceptance of negative emotions was one of the most prominent components reduced following the intervention. This finding suggests that participants were able to accept unpleasant emotions as a natural part of human experience without exhibiting judgmental or avoidant responses. Such a change plays a crucial role in reducing the intensity of anxiety experiences. Additionally, difficulties in controlling emotional impulses significantly decreased. This finding indicates an improvement in adolescents’ ability to inhibit immediate, impulsive, and emotion-driven reactions in stressful situations. Given that impulse control deficits are associated with risky behaviors, academic underperformance, and interpersonal problems in anxious adolescents, this result carries substantial clinical significance. Furthermore, the component of lack of emotional awareness also showed a significant reduction, reflecting an increased ability to identify, label, and differentiate experienced emotions. Another notable finding of the study was a significant reduction in limitations in accessing effective emotion regulation strategies. This result suggests that the unified transdiagnostic intervention was able to expand participants’ coping strategy repertoire and enhance their sense of efficacy in managing intense emotions. In contrast, the control group showed no significant changes in emotion regulation strategies or related difficulties, emphasizing the decisive role of the intervention. Results In the discussion and interpretation of findings, it can be stated that the observed pattern of changes aligns closely with the theoretical framework of unified transdiagnostic treatment. The increase in cognitive reappraisal indicates enhanced cognitive flexibility, a capacity that allows adolescents to move away from absolutist, catastrophic, and threat-focused interpretations. This cognitive change likely results from training in identifying maladaptive thoughts and practicing cognitive restructuring within an emotional experience context. The decrease in emotional suppression and avoidance can be considered one of the most important outcomes of the intervention. Unified transdiagnostic treatment, with an emphasis on emotion-focused exposure and tolerance, teaches adolescents that experiencing negative emotions is not inherently dangerous and can be managed without avoidance or suppression. This attitudinal shift toward emotions plays a key role in breaking the anxiety–avoidance cycle. The reduction in difficulties in controlling emotional impulses also reflects improved behavioral emotion regulation. This outcome indicates that the intervention not only led to cognitive and emotional changes but also moderated maladaptive behavioral responses. From a clinical perspective, this change may contribute to decreased family conflicts, improved peer relationships, and enhanced academic adjustment. Overall, the findings of the present study suggest that unified transdiagnostic treatment, by simultaneously targeting cognitive, emotional, and behavioral components of emotion regulation, can produce profound and significant changes in the emotional patterns of anxious adolescents. By focusing on shared underlying processes, this approach becomes an efficient option for preventive and therapeutic interventions in educational and clinical settings. The results support the application of this treatment in school-based mental health programs, and its use may play a critical role in preventing the chronicity of emotional disorders during adolescence. The present study aimed to examine the effectiveness of a unified transdiagnostic treatment program on emotion regulation strategies in anxious adolescent girls. A quasi-experimental pretest-posttest design with experimental and control groups was employed. The study population consisted of female middle school students in Tehran, from whom 24 participants were selected through convenience sampling following screening with the Achenbach Youth Self-Report and a semi-structured clinical interview. Participants were randomly assigned to an experimental group (n = 12) and a control group (n = 12). The experimental group received a 12-session unified transdiagnostic intervention based on Barlow’s protocol, while the control group was placed on a waitlist. Emotion regulation strategies were assessed using the Emotion Regulation Questionnaire (Gross & John) and the Difficulties in Emotion Regulation Scale (Gratz & Roemer). Data were analyzed using non-parametric tests, including the Wilcoxon signed-rank test, Mann–Whitney U test, and analysis of covariance. Results indicated a significant increase in cognitive reappraisal and a significant decrease in emotional suppression in the experimental group compared to the control group (p < .01). Moreover, all subscales of difficulties in emotion regulation, as well as the total score, showed a significant reduction in the experimental group, whereas no significant changes were observed in the control group. These findings suggest that the unified transdiagnostic treatment is effective in enhancing adaptive emotion regulation strategies and reducing emotion regulation difficulties in anxious adolescent girls. Given its flexibility, cost-effectiveness, and focus on shared emotional mechanisms, this approach appears to be a promising intervention for adolescents with emotional disorders and may be particularly suitable for school-based mental health programs. Introduction Anxiety disorders during adolescence are among the most common mental health problems and are associated with wide-ranging consequences in emotional, academic, social, and familial domains. This developmental period, due to the simultaneous occurrence of biological, cognitive, and social changes, is characterized by increased emotional sensitivity and affective fluctuations, making adolescents more vulnerable to experiencing anxiety and emotional inefficiencies. Research evidence indicates that adolescent girls, compared to boys, report higher levels of anxiety and difficulties in emotion regulation, highlighting the necessity of designing and implementing targeted interventions for this group. From a theoretical perspective, emotion regulation, as one of the key transdiagnostic constructs, plays a central role in explaining the development, maintenance, and comorbidity of emotional disorders. Deficits in emotion regulation can lead to repeated use of maladaptive strategies such as emotional avoidance, suppression, and impulsive reactions; strategies that may reduce distress in the short term but reinforce the cycle of anxiety in the long term. Accordingly, focusing on improving emotion regulation processes, particularly within transdiagnostic approaches, has recently become a research and clinical priority. Unified transdiagnostic treatment, by targeting shared emotional mechanisms, provides a coherent framework for intervention across a broad spectrum of anxiety disorders. The present study aimed to examine the effectiveness of this treatment on emotion regulation strategies among anxious adolescent girls. Method The current study employed a quasi-experimental design with a pretest, a posttest and a control group. After initial screening and diagnostic interviews, 24 first-year high school girls, were randomly assigned to experimental and control groups. The experimental group participated in twelve sessions of unified transdiagnostic treatment based on Barlow’s protocol, while the control group was placed on a waitlist. Research instruments included the Cognitive Emotion Regulation Questionnaire and the Difficulties in Emotion Regulation Scale. Data were analyzed using non-parametric tests and analysis of covariance. Findings indicated that the unified transdiagnostic intervention had significant, broad, and multidimensional effects on emotion regulation in anxious students. At the level of emotion regulation strategies, results showed a significant increase in the use of cognitive reappraisal in the experimental group compared to the control group (p < 0.01). This increase reflects an improvement in adolescents’ ability to reinterpret emotionally challenging situations and reduce the perceived threat of events. Simultaneously, scores for emotional suppression in the experimental group significantly decreased, indicating a reduced tendency to suppress emotions and an increased willingness to experience and process feelings. At the level of emotion regulation difficulties, there was a significant decrease in the total score of the Difficulties in Emotion Regulation Scale in the experimental group. Component analysis revealed that non-acceptance of negative emotions was one of the most prominent components reduced following the intervention. This finding suggests that participants were able to accept unpleasant emotions as a natural part of human experience without exhibiting judgmental or avoidant responses. Such a change plays a crucial role in reducing the intensity of anxiety experiences. Additionally, difficulties in controlling emotional impulses significantly decreased. This finding indicates an improvement in adolescents’ ability to inhibit immediate, impulsive, and emotion-driven reactions in stressful situations. Given that impulse control deficits are associated with risky behaviors, academic underperformance, and interpersonal problems in anxious adolescents, this result carries substantial clinical significance. Furthermore, the component of lack of emotional awareness also showed a significant reduction, reflecting an increased ability to identify, label, and differentiate experienced emotions. Another notable finding of the study was a significant reduction in limitations in accessing effective emotion regulation strategies. This result suggests that the unified transdiagnostic intervention was able to expand participants’ coping strategy repertoire and enhance their sense of efficacy in managing intense emotions. In contrast, the control group showed no significant changes in emotion regulation strategies or related difficulties, emphasizing the decisive role of the intervention. Results In the discussion and interpretation of findings, it can be stated that the observed pattern of changes aligns closely with the theoretical framework of unified transdiagnostic treatment. The increase in cognitive reappraisal indicates enhanced cognitive flexibility, a capacity that allows adolescents to move away from absolutist, catastrophic, and threat-focused interpretations. This cognitive change likely results from training in identifying maladaptive thoughts and practicing cognitive restructuring within an emotional experience context. The decrease in emotional suppression and avoidance can be considered one of the most important outcomes of the intervention. Unified transdiagnostic treatment, with an emphasis on emotion-focused exposure and tolerance, teaches adolescents that experiencing negative emotions is not inherently dangerous and can be managed without avoidance or suppression. This attitudinal shift toward emotions plays a key role in breaking the anxiety–avoidance cycle. The reduction in difficulties in controlling emotional impulses also reflects improved behavioral emotion regulation. This outcome indicates that the intervention not only led to cognitive and emotional changes but also moderated maladaptive behavioral responses. From a clinical perspective, this change may contribute to decreased family conflicts, improved peer relationships, and enhanced academic adjustment. Overall, the findings of the present study suggest that unified transdiagnostic treatment, by simultaneously targeting cognitive, emotional, and behavioral components of emotion regulation, can produce profound and significant changes in the emotional patterns of anxious adolescents. By focusing on shared underlying processes, this approach becomes an efficient option for preventive and therapeutic interventions in educational and clinical settings. The results support the application of this treatment in school-based mental health programs, and its use may play a critical role in preventing the chronicity of emotional disorders during adolescence.

https://cbs.ui.ac.ir/article_30419_60b4216dcf0d8e950999f0ac06985593.pdf

University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The Effectiveness of Transcranial Direct Current Stimulation (tDCS) on Obsessive-Compulsive Symptoms in University Students The Effectiveness of Transcranial Direct Current Stimulation (tDCS) on Obsessive-Compulsive Symptoms in University Students 53 66 30319 10.22108/cbs.2026.144388.1991 FA Ghazaal Goudarzi M.A, General Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran Esmaeil Shiri Assistant professor, Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran Mostafa Valipour Assistant professor, Department of Psychology, Faculty of Social Sciences, Imam Khomeini International University, Qazvin, Iran Journal Article 2025 03 07 This study investigated the efficacy of transcranial direct current stimulation (tDCS) in alleviating obsessive–compulsive symptoms among university students. A single-group, quasi-experimental design with pre-test, post-test, and one-month follow-up assessments was employed. The study population comprised all undergraduate psychology students at Imam Khomeini International University (Qazvin) during the 2023–2024 academic year. Participants were screened using the Yale–Brown Obsessive–Compulsive Scale (Y-BOCS; 1989), and 10 eligible students were recruited via purposive sampling. The intervention consisted of 10 consecutive daily sessions of active tDCS (20 minutes each, 1 mA intensity), targeting the right temporo-parietal junction (P4). The Y-BOCS was administered at baseline, immediately after the intervention, and at follow-up. Data were analyzed using repeated measures ANOVA. Results indicated that tDCS produced a statistically significant reduction in both obsessive thoughts and compulsive behaviors (p < 0.05). Post-hoc comparisons revealed significant improvements from baseline to post-test for both symptom dimensions, with follow-up results partially confirming the persistence of treatment effects. These findings suggest that tDCS may represent a promising non-invasive intervention for mitigating obsessive–compulsive symptoms in student populations. Nevertheless, the absence of a control group and the small sample size limit the generalizability of the results, and placebo effects or test–retest influences cannot be ruled out. Future research should employ randomized controlled designs with larger, more diverse samples to confirm these preliminary findings. Introduction Obsessive-compulsive disorder (OCD) is a common and debilitating psychiatric disorder characterized by obsessive thoughts, images, or impulses and compulsive behaviors. Although the age of onset for this disorder varies, adolescence and early adulthood are considered high-risk periods. The prevalence of OCD among students is slightly higher than in the general population, reported to be around 4.2% to 5%. This disorder can lead to significant impairment in individuals’ social and occupational functioning. Neuroimaging studies indicate that OCD is associated with hyperactivity in the cortico-striato-thalamo-cortical circuit, and abnormalities are observed in various brain regions, including the prefrontal cortex, cingulate gyrus, caudate nucleus, thalamus, cerebellum, and parietal cortex. Common treatments for this disorder include pharmacotherapy, especially selective serotonin reuptake inhibitors, and psychotherapeutic interventions such as cognitive-behavioral therapy. In recent years, transcranial electrical stimulation (tES) has gained attention as a novel therapeutic approach. This method can effectively modulate neural activities by increasing cortical excitability in the anodal state and decreasing it in the cathodal state. Method The aim of the present study was to investigate the effect of transcranial electrical stimulation on the symptoms of obsessive-compulsive disorder in students. This research was conducted using a quasi-experimental design with pretest/posttest/follow-up measurements. The statistical population included all psychology students at Imam Khomeini International University Qazvin, in the academic year 2023–2024. From this population, 10 individuals were selected using a purposeful sampling method after screening with the Yale-Brown Obsessive Compulsive Scale (Y-BOCS). Inclusion criteria included a score of 16 or higher on the Y-BOCS, no concurrent treatment for OCD, lack of chronic diseases or other psychiatric disorders, and providing informed consent. Exclusion criteria included starting any new treatment during the study and participants’ lack of cooperation at various stages of the study. Participants received anodal transcranial electrical stimulation for 10 days, one 20-minute session daily, at an intensity of 1 mA. The stimulation area was determined based on previous research as the temporo-parietal junction (P4). Immediately after the sessions, a post-test was conducted, and a follow-up test was performed four weeks later. The research instrument was the Yale-Brown Obsessive Compulsive Scale (1989). Data were analyzed using SPSS version 26 and repeated measures analysis of variance. Results The findings showed that transcranial electrical stimulation had a significant effect on reducing obsessive thoughts and compulsive behaviors (p <0.05). Post-hoc test results also indicated a significant difference between pre-test and post-test scores in both components. Based on these findings, it can be concluded that transcranial electrical stimulation is an effective intervention in improving the symptoms of obsessive-compulsive disorder in students, and can have a desirable therapeutic effect by modulating the neural circuits associated with this disorder. Limitations of the study included the participants’ lack of cooperation in forming a control group, limited access to advanced brain stimulation devices approved by the Food and Drug Administration, the limited number of intervention sessions, lack of suitable space for conducting sessions, inability to combine complementary interventions such as cognitive rehabilitation, and the absence of necessary facilities for simultaneous brain mapping. This study investigated the efficacy of transcranial direct current stimulation (tDCS) in alleviating obsessive–compulsive symptoms among university students. A single-group, quasi-experimental design with pre-test, post-test, and one-month follow-up assessments was employed. The study population comprised all undergraduate psychology students at Imam Khomeini International University (Qazvin) during the 2023–2024 academic year. Participants were screened using the Yale–Brown Obsessive–Compulsive Scale (Y-BOCS; 1989), and 10 eligible students were recruited via purposive sampling. The intervention consisted of 10 consecutive daily sessions of active tDCS (20 minutes each, 1 mA intensity), targeting the right temporo-parietal junction (P4). The Y-BOCS was administered at baseline, immediately after the intervention, and at follow-up. Data were analyzed using repeated measures ANOVA. Results indicated that tDCS produced a statistically significant reduction in both obsessive thoughts and compulsive behaviors (p < 0.05). Post-hoc comparisons revealed significant improvements from baseline to post-test for both symptom dimensions, with follow-up results partially confirming the persistence of treatment effects. These findings suggest that tDCS may represent a promising non-invasive intervention for mitigating obsessive–compulsive symptoms in student populations. Nevertheless, the absence of a control group and the small sample size limit the generalizability of the results, and placebo effects or test–retest influences cannot be ruled out. Future research should employ randomized controlled designs with larger, more diverse samples to confirm these preliminary findings. Introduction Obsessive-compulsive disorder (OCD) is a common and debilitating psychiatric disorder characterized by obsessive thoughts, images, or impulses and compulsive behaviors. Although the age of onset for this disorder varies, adolescence and early adulthood are considered high-risk periods. The prevalence of OCD among students is slightly higher than in the general population, reported to be around 4.2% to 5%. This disorder can lead to significant impairment in individuals’ social and occupational functioning. Neuroimaging studies indicate that OCD is associated with hyperactivity in the cortico-striato-thalamo-cortical circuit, and abnormalities are observed in various brain regions, including the prefrontal cortex, cingulate gyrus, caudate nucleus, thalamus, cerebellum, and parietal cortex. Common treatments for this disorder include pharmacotherapy, especially selective serotonin reuptake inhibitors, and psychotherapeutic interventions such as cognitive-behavioral therapy. In recent years, transcranial electrical stimulation (tES) has gained attention as a novel therapeutic approach. This method can effectively modulate neural activities by increasing cortical excitability in the anodal state and decreasing it in the cathodal state. Method The aim of the present study was to investigate the effect of transcranial electrical stimulation on the symptoms of obsessive-compulsive disorder in students. This research was conducted using a quasi-experimental design with pretest/posttest/follow-up measurements. The statistical population included all psychology students at Imam Khomeini International University Qazvin, in the academic year 2023–2024. From this population, 10 individuals were selected using a purposeful sampling method after screening with the Yale-Brown Obsessive Compulsive Scale (Y-BOCS). Inclusion criteria included a score of 16 or higher on the Y-BOCS, no concurrent treatment for OCD, lack of chronic diseases or other psychiatric disorders, and providing informed consent. Exclusion criteria included starting any new treatment during the study and participants’ lack of cooperation at various stages of the study. Participants received anodal transcranial electrical stimulation for 10 days, one 20-minute session daily, at an intensity of 1 mA. The stimulation area was determined based on previous research as the temporo-parietal junction (P4). Immediately after the sessions, a post-test was conducted, and a follow-up test was performed four weeks later. The research instrument was the Yale-Brown Obsessive Compulsive Scale (1989). Data were analyzed using SPSS version 26 and repeated measures analysis of variance. Results The findings showed that transcranial electrical stimulation had a significant effect on reducing obsessive thoughts and compulsive behaviors (p <0.05). Post-hoc test results also indicated a significant difference between pre-test and post-test scores in both components. Based on these findings, it can be concluded that transcranial electrical stimulation is an effective intervention in improving the symptoms of obsessive-compulsive disorder in students, and can have a desirable therapeutic effect by modulating the neural circuits associated with this disorder. Limitations of the study included the participants’ lack of cooperation in forming a control group, limited access to advanced brain stimulation devices approved by the Food and Drug Administration, the limited number of intervention sessions, lack of suitable space for conducting sessions, inability to combine complementary interventions such as cognitive rehabilitation, and the absence of necessary facilities for simultaneous brain mapping.

https://cbs.ui.ac.ir/article_30319_83a23a1c9b0dbe3fa5884353f03bb9ea.pdf

University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 Examining the Relationship Between Adolescents’ Behavioral Problems and Interpersonal Cognitive Distortions with the Mediating Role of Emotional Reactivity Examining the Relationship Between Adolescents’ Behavioral Problems and Interpersonal Cognitive Distortions with the Mediating Role of Emotional Reactivity 67 90 30222 10.22108/cbs.2026.146903.2087 FA Sajad Taherzadeh Ghahfarokhi Assistant Professor, Department of Psychology, Bakhtar University of Ilam Kousar Ayoubifar Assistant Professor, Department of Psychology, Bakhtar University of Ilam Journal Article 2025 10 05 The present study aimed to examine the relationship between adolescents’ behavioral problems and interpersonal cognitive distortions, with the mediating role of emotional reactivity, among adolescents in Ilam City. This research employed a descriptive–correlational design using structural equation modeling (SEM). The statistical population consisted of all adolescents aged 12 to 18 years in Ilam City (N = 32,678). A sample of 384 participants was selected using convenience sampling. Data were collected using the Adolescents’ Behavioral Problems Scale, the Interpersonal Cognitive Distortions Scale, and the Emotional Reactivity Scale. Data analysis was conducted using SPSS version 29 and AMOS version 30. The results indicated that the proposed structural model demonstrated a good fit to the data. Moreover, interpersonal cognitive distortions had significant direct effects on both behavioral problems and emotional reactivity (p< .01), and emotional reactivity showed a significant direct effect on behavioral problems. In addition, the mediating role of emotional reactivity in the relationship between interpersonal cognitive distortions and behavioral problems was confirmed (p< .01). These findings suggest that adolescents who experience higher levels of interpersonal cognitive distortions are more likely to exhibit behavioral problems, particularly when accompanied by heightened emotional reactivity. Therefore, emotional reactivity functions not only as an independent predictor but also as a mediating mechanism linking interpersonal cognitive distortions to adolescents’ behavioral problems. The present study aimed to examine the relationship between adolescents’ behavioral problems and interpersonal cognitive distortions, with the mediating role of emotional reactivity, among adolescents in Ilam City. This research employed a descriptive–correlational design using structural equation modeling (SEM). The statistical population consisted of all adolescents aged 12 to 18 years in Ilam City (N = 32,678). A sample of 384 participants was selected using convenience sampling. Data were collected using the Adolescents’ Behavioral Problems Scale, the Interpersonal Cognitive Distortions Scale, and the Emotional Reactivity Scale. Data analysis was conducted using SPSS version 29 and AMOS version 30. The results indicated that the proposed structural model demonstrated a good fit to the data. Moreover, interpersonal cognitive distortions had significant direct effects on both behavioral problems and emotional reactivity (p< .01), and emotional reactivity showed a significant direct effect on behavioral problems. In addition, the mediating role of emotional reactivity in the relationship between interpersonal cognitive distortions and behavioral problems was confirmed (p< .01). These findings suggest that adolescents who experience higher levels of interpersonal cognitive distortions are more likely to exhibit behavioral problems, particularly when accompanied by heightened emotional reactivity. Therefore, emotional reactivity functions not only as an independent predictor but also as a mediating mechanism linking interpersonal cognitive distortions to adolescents’ behavioral problems.

https://cbs.ui.ac.ir/article_30222_dc93c0704b4786bb1b78c2eedc695864.pdf

University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 Investigating the Mediating Role of Cognitive Fusion in the Relationship Between Personality Traits and Pain Acceptance in Patients With Musculoskeletal Disorders Investigating the Mediating Role of Cognitive Fusion in the Relationship Between Personality Traits and Pain Acceptance in Patients With Musculoskeletal Disorders 91 112 30223 10.22108/cbs.2026.145765.2038 FA Mohammad Erfan Tahsiri M.A. Student in Clinical Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Narges Sephekar .A. Student in Clinical Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Amin Barazandeh Assistant professor, Faculty Member, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Journal Article 2025 06 29 The present study aimed to examine the mediating role of cognitive disturbance in the relationship between personality traits and chronic pain acceptance among patients with musculoskeletal disorders. This research employed a descriptive-correlational design using path analysis. The study population consisted of patients scheduled for orthopedic surgery at Milad Hospital in Isfahan during the first half of 2024. A purposive convenience sampling method was applied. Initially, 300 patients were selected; after excluding incomplete cases, data from 250 participants were analyzed. The participants completed the NEO Personality Inventory, the Chronic Pain Acceptance Questionnaire, and the Cognitive Disturbance Questionnaire. Data were analyzed using AMOS statistical software. The path analysis results indicated that neuroticism and openness to experience were significantly associated with pain acceptance through the mediating role of cognitive disturbance. In addition, conscientiousness, agreeableness, extraversion, and openness to experience showed direct relationships with pain acceptance. These findings highlight the critical role of cognitive disturbance in linking personality traits to pain acceptance. Accordingly, designing and implementing individual and group interventions focused on cognitive restructuring may facilitate greater pain acceptance among patients. The present study aimed to examine the mediating role of cognitive disturbance in the relationship between personality traits and chronic pain acceptance among patients with musculoskeletal disorders. This research employed a descriptive-correlational design using path analysis. The study population consisted of patients scheduled for orthopedic surgery at Milad Hospital in Isfahan during the first half of 2024. A purposive convenience sampling method was applied. Initially, 300 patients were selected; after excluding incomplete cases, data from 250 participants were analyzed. The participants completed the NEO Personality Inventory, the Chronic Pain Acceptance Questionnaire, and the Cognitive Disturbance Questionnaire. Data were analyzed using AMOS statistical software. The path analysis results indicated that neuroticism and openness to experience were significantly associated with pain acceptance through the mediating role of cognitive disturbance. In addition, conscientiousness, agreeableness, extraversion, and openness to experience showed direct relationships with pain acceptance. These findings highlight the critical role of cognitive disturbance in linking personality traits to pain acceptance. Accordingly, designing and implementing individual and group interventions focused on cognitive restructuring may facilitate greater pain acceptance among patients.

https://cbs.ui.ac.ir/article_30223_fa23a44a6267f37d9a237cf39f7ddc5d.pdf

University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 16 1 2026 08 23 The role of self-esteem, emotional irritability, and interpersonal sensitivity in predicting social anxiety symptoms in students: Examining the mediating role of emotional balance The role of self-esteem, emotional irritability, and interpersonal sensitivity in predicting social anxiety symptoms in students: Examining the mediating role of emotional balance 113 136 30134 10.22108/cbs.2025.146342.2059 FA Masoud Qorbanalipour Assistant Professor, Department of Psychology, Islamic Azad University, Khoy Branch, Iran. Neda Moradkhani Department of Psychology and Educational Sciences, Khoy Branch, Islamic Azad University, Khoy, Iran Romina Hazrati Hodar Department of Psychology and Educational Sciences, Khoy Branch, Islamic Azad University, Khoy, Iran Journal Article 2025 08 16 The present study aimed to investigate the role of self-esteem, emotional reactivity, and interpersonal sensitivity in predicting social anxiety symptoms among high school students, emphasizing the mediating role of emotional balance. This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all second-grade high school students in Khoy city during the 2024–2025 academic year (N = 4,621). A sample of 450 students was selected using a multistage cluster sampling method. The research instruments included the Rosenberg Self-Esteem Scale (Rosenberg, 1965), the Emotional Reactivity Scale (Nock et al., 2008), the Interpersonal Sensitivity Measure (Boyce & Parker, 1989), the Affect Balance Scale (Bradburn, 1969), and the Social Phobia Inventory (Connor et al., 2000). Data were analyzed using Pearson correlation and structural equation modeling techniques. The findings revealed a significant negative relationship between self-esteem and social anxiety(β = -0.32, p < 0.01).Moreover, emotional reactivity and interpersonal sensitivity showed significant positive relationships with social anxiety(β = 0.35 and β = 0.33, respectively; p < 0.01). Emotional balance had a significant negative direct effect on social anxiety(β = -0.45, p < 0.001),and its mediating role in the relationships between the independent variables and social anxiety was also confirmed. The indirect effects were significant as well. These results suggest that emotional balance can explain part of the influence of internal and interpersonal factors on adolescents’ social anxiety. The findings highlight the importance of teaching emotional regulation skills, strengthening self-esteem, and implementing cognitive-emotional interventions to reduce adolescents’ vulnerability to social anxiety. The present study aimed to investigate the role of self-esteem, emotional reactivity, and interpersonal sensitivity in predicting social anxiety symptoms among high school students, emphasizing the mediating role of emotional balance. This research employed a descriptive-correlational design based on structural equation modeling (SEM). The statistical population included all second-grade high school students in Khoy city during the 2024–2025 academic year (N = 4,621). A sample of 450 students was selected using a multistage cluster sampling method. The research instruments included the Rosenberg Self-Esteem Scale (Rosenberg, 1965), the Emotional Reactivity Scale (Nock et al., 2008), the Interpersonal Sensitivity Measure (Boyce & Parker, 1989), the Affect Balance Scale (Bradburn, 1969), and the Social Phobia Inventory (Connor et al., 2000). Data were analyzed using Pearson correlation and structural equation modeling techniques. The findings revealed a significant negative relationship between self-esteem and social anxiety(β = -0.32, p < 0.01).Moreover, emotional reactivity and interpersonal sensitivity showed significant positive relationships with social anxiety(β = 0.35 and β = 0.33, respectively; p < 0.01). Emotional balance had a significant negative direct effect on social anxiety(β = -0.45, p < 0.001),and its mediating role in the relationships between the independent variables and social anxiety was also confirmed. The indirect effects were significant as well. These results suggest that emotional balance can explain part of the influence of internal and interpersonal factors on adolescents’ social anxiety. The findings highlight the importance of teaching emotional regulation skills, strengthening self-esteem, and implementing cognitive-emotional interventions to reduce adolescents’ vulnerability to social anxiety.

https://cbs.ui.ac.ir/article_30134_f955316bff9cd3042b308c23ac3acb82.pdf