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Background and Aims: Improving executive functions through play is one of the ways to improve learning in children with learning problems, whose definite effectiveness needs clinical investigation. The purpose of this study was to investigate the effectiveness of teaching children's executive functions through play combined with transdiagnostic interventions of mothers' emotional problems on anxiety, depression, and sleep quality of these children. Materials and Methods: This semi-experimental research was conducted with a pretest-posttest and follow-up (two months) design on 42 children aged 7 to 9 years in two experimental groups and one control group. Experiment groups received the training of executive functions in a game way. The mothers of the children in the 2nd experimental group were taught the integrated protocol of transdiagnostic interventions, while the mothers of the 1st experimental group did not receive training as they were considered the control group of mothers in the 2nd experimental group. The data were analyzed in SPSS version 25 software using the analysis of variance test with repeated measures (α=0.05). Results: Significant differences were observed between the intervention groups and the control group in the variable of sleep quality in the follow-up and post-test phase (P

Introduction and purpose: Depression as a common mental disorder can seriously damage the academic procedure and psychological state of the students. Accordingly, the present study was conducted to determine the effectiveness of positive thinking skills training in academic engagement and social happiness of depressed students. Methods: The present study was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all male high school students in Zahedan, ran, in the academic year 2020-21. Among them, 30 eligible individuals were selected by purposive sampling method and randomly divided into two groups of 15 (experimental and control). Both groups answered the Reeve & Tseng (2011) Academic Conflict Questionnaire and Zare & Aminpour (2011) Social Happiness Questionnaire. The experimental group received positive thinking training by Seligman et al. (2005) as a group in eight 90-min sessions over two months. On the other hand, the control group did not receive any training. Data were analyzed using SPSS software (version 24) and univariate analysis of covariance. Results: The results showed that positive thinking training led to increased academic engagement (P