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Introduction: In the present study, the effectiveness of interpersonal problem solving training to improve social skills and problem solving ability amongst preschool children and first- grade students was evaluated.
Method: This study was conducted using a quasi-experimental method using a pretest/post-test without a control group. The population sample comprised 32 preschool students (9 girls and 23 boys) and 20 first-grade students (9 girls and 11 boys) who were enrolled in the study as unavailable sample. The Shure’s cognitive problem-solving program known as “I can problem solve” was taught in each class for four months by the teachers. The intervention was evaluated using the Alternative Solution Skills and Social Skills Rating System-parent and teacher forms.
Results: Our results from the repeated measure analysis comparing the pre-test and post-test scores indicated that intervention program was significantly effective in increasing total  scores of social skills (parent and teacher forms), cooperative skills (teacher form), responsibility (parent form), assertiveness (teacher and parent forms) and self-control (teacher form). Moreover, the intervention program was shown to significantly increase the scores on “relevant solutions” and “relevant category”. Meanwhile, changes in the means of the sub-factors “cooperation”, “self-control” in the parents form and “relevant solutions” were not statistically significant.
Discussion: In line with earlier body of evidence, our findings confirmed the effectiveness of interventions based on cognitive problem solving in social relationships. This survey discusses the importance of problem solving skill training, as part of school’s curriculum, and effectiveness of problem solving training on child behaviors and academic performance

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Introduction: The run away from home in girls has a various causes. The purpose of this study is comparison brain-behavioral systems, resiliency and problem solving in run away and normal girls.
Method: The method of study was causal-comparison. The population was all run away’s girls who were kept in Gilan Welfare Centers. From among these girls, 40 were selected by accessible sampling. 40 normal subjects were among girls in public high schools city Talesh was randomly selected. Both groups completed the Inventory of Carver-White brain-behavioral systems, Connor- Davidson, Resiliency scale and Social Problem-Solving Inventory–Revised. Data analyzed using multivariate analysis of variance (MANOVA).
Results: The results showed, behavioral activation system in run away girls more active than normal girls and behavioral inhibition system in run away girls are weaker than run away girls. The run away compared to normal girls use most of the style of negative problem orientation impulsivity carelessness and avoidance and, positive problem orientation style and rational problem solving style less benefit. Also run away girls compared to normal girls have lower scores in resiliency.
Conclusion: identification the effective factors in run away in girls could identify girls at risk for running away and individual and family-level training offered to them thereby prevent personal and social consequences of run away.

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Introduction: Congenital heart disease is the most common fetal disease and the second leading cause of death in infants and children. This study aimed to identify the key psychological and biological factors affecting the psychological outcomes of these children.
Methods: This study was correlational. The study’s participants included all children aged 8-12 years with congenital heart disease of cyanosis type and their mothers who referred to Shahid Rajaee Heart Hospital. A random sampling method was considered including 338 children and their parents. The Shallice (1982) Tower of London test, performed on children, and the Nolen-Hoeksema (1999) Rumination Response Scale and the Rutter (1967) Behavioral Scale, were answered by mothers, were used to collect data. The mothers of these children also answered two questions about the mother's perception of the severity of the illness and the severity of the child's physical limitations. The disease information was extracted from children's records. Data analysis was performed in SPSS-25 software using the stepwise multiple regression method.
Results: According to the results, maternal rumination, maternal perception, and severity of physical limitation predicted 16% of the child's anxiety/depression. Mother's rumination and child’s problem solving predicted 13% of the aggression/hyperactivity variable. Rumination and problem solving predicted 10% of antisocial behavior and 7% of child social maladaptation. Rumination predicted 8% of attention deficits and eventually hospitalizations predicted 2% of problem solving. Among these variables, maternal rumination of depression symptoms had the highest predictive power while the number of hospitalizations had the least predictive power.
Conclusion: Psychological factors, especially maternal factors, played a more crucial role in the psychological outcomes of children than the factors related to surgery.

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Introduction: Gifted students have unique characteristics and needs. Family dynamics can play an important role in psychological wellbeing and actualization of the giftedness in these students. Increasing mothers’ emotional regulation and resiliency are critical for having a calm and blooming family environment for a gifted child. Increasing problem-solving skills in the parents of gifted children and adolescents, especially mothers who usually have more interaction with the children, might improve their coping skills and facilitate their future success and their blooming to their full potentials. Since research studies show a significant relationship between mothers’ emotional regulations and their children’s behavior problems, acquiring or lacking these skills would reflect    their children’s lives. Also, another variable that affects the health and performance of the family members is their resiliency, which is healthy reaction and performance despite problems. Given the importance of problem-solving skills for mothers, this study focused on studying the effectiveness of creative problem-solving training programs on emotional management and resilience in mothers of gifted high school students.
Methods: This study was conducted as semi-experimental research with a pre-test-post-test design and a control group. Twenty male high school students with a high IQ using multiple intelligence measurements and teachers’ recommendations were selected.  Their mothers were randomly assigned to the experimental and the control group. Participants participated in the ten sessions of the creative problem-solving training program in each session (70-90 minutes) of creative interpersonal problem solving, and the control group waited on the waiting list to receive the same intervention afterward.
The creative problem-solving intervention was designed based on the Creative Problem Solving Program (Treffinger et al. 2006), was based on Osborn-Parns Creative Problem Solving model; but modified to fit mothers of gifted children and their needs and characteristics. Creative problem solving is the ability to generate new solutions to problems using knowledge, principles, concepts, and various thinking strategies. This is more than just solving problems, but it has creative aspects to the offered solutions. In this intervention program, promoting creativity in solving problems was encouraged and practiced by multiple scenarios.  Examples suitable for mothers facing possible everyday problems of their gifted children include perfectionism and high expectations, low motivation and underachievement, loneliness, lack of appropriate social interaction with peers, and synchrony or asynchrony, which is uneven development of the abilities of gifted children. In order to assess emotion regulation, Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski et al., 2001) and for evaluating resilience, Conner and Davidson questionnaire of Resilience (2003) were used. 
Results: The obtained data were analyzed using Multiple Analysis of Covariance (MANCOVA). The findings showed significant differences (P<0.05) between the experimental and the control group in both emotional regulation and resilience. The effect size for emotional regulation was 0.483 and for the resilience was 0.522.
Conclusion: In the end, applying a creative interpersonal problem-solving program for improving emotional regulation and resilience in mothers of gifted high school boys was discussed. It was concluded that creative problem-solving training could improve mothers’ resiliency and emotional management of gifted high school students.
 

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Introduction
Today, a significant part of the challenges of adolescence are academic challenges. Academic Vitality is one of the abilities and talents makingpeople adapt to threats, obstacles, difficulties, and pressures in the field of education. Also, one of the factors affecting students' capacity to deal with these challenges is academic self-efficacy. Academic self-efficacy and vitality play an essential role in coping with challenging academic situations in the school environment. Students who use metacognitive strategies, critical thinking, and problem-solving in their academic activities are more motivated to continue their education and achieve academic success and are likely to have higher academic vitality and self-efficacy. The studies indicate the educational package's effectivenessbased on cognitive components on the educational variables. For example, Orujlu and Hemmati Maslak Pak showed in a study that critical thinking skills play a role in increasing students' academic self-efficacy. Also, Soltani Banavandi and Askarizadeh, in a study, implied the role of critical thinking skills in increasing students' academic vitality. In addition, Mehzoonzadeh Bushehri, in a study, showed that problem-solving skills by finding new ideas and solutions to the problem lead to increased vitality and academic self-efficacy in students. This study aimedto investigate the effectiveness of an educational package based on the cognitive components of critical thinking, problem-solving,and metacognition on students' self-efficacy and academic vitality.
Methods
The present study was a semi-experimental pre-test-post-test with the control group. The statistical population included all first-gradefemale students in the secondary school of Zanjan in the academic year of 2019-2020. Since in a quasi-experimental study, a sample size of at least 15 people in each group is recommended, in the present study, a sample of 40 people was selected to prevent a possible drop in subjects. The sampling method of the present study was a multi-stage cluster. Thus, from education districts one and two of Zanjan city, district one, from the mentioned district, one school, and the selected school four classes and 12 people from each class were randomly selected. Then, considering the criteria for entering the study, the subjects were randomly assigned to the experimental and control groups (20 people in each group). The criteria for entering the research included The first-grade female students were in high school, had a low score of vitality and academic self-efficacy, a commitment to attend all treatment sessions, informed consent to participate in the research, knowledge about the research goals. Furthermore, exclusion criteria included severe neurological disorders or the presence of psychotic symptoms, previous participation in the program , the same intervention and absence of more than three sessions, Failure to do homework. After the random assignment of the subjects in the experimental group and the control group, psychological thinking, problem-solving, and metacognition psychological package were performed on the experimental group during 17 sessions of 90 minutes in two sessions per week, but no training was considered for the control group.  Data were collected using Jenks and Morgan Academic Self-Efficacy Scale, the Dehghanizadeh and Hossein Chari Academic Vitality Questionnaire, and the Psychological Thinking, Problem-Solving, and Metacognition Psychological Package. Data were analyzed by covariance analysis and SPSS-24 software.
Results
The mean and standard deviation of the age of the subjects in the experimental and control groups were 15.52±1.08; 15.74±1.12, respectively. The results show that the mean Self-Efficacy and Academic Vitality scores before and after the intervention have been changed. In order to investigate the effectiveness of an educational package based on the cognitive components of critical thinking, problem-solving, and metacognition on students' self-efficacy and academic vitality, a multivariate analysis of covariance was used. First, the normality of data distribution was checked and confirmed using Kolmogorov-Smirnov statistical test (P<0.05). The homogeneity of variances distribution was checked and confirmed using Levin test academic self-efficacy (F=1.787, P=0.195) and academic vitality (F=1.05, P=0.314). Therefore, the assumptions of the statistical test of multivariate analysis of covariance are established, and this test can be used to analyze the data. The results of multivariate analysis of covariance (MANOVA) statistical tests in experimental and control groups show that these groups have a significant difference in at least one of the dependent variables (P<0.0001). The univariate analysis of covariance statistical test (ANOVA) was used to determine this difference. The results of univariate analysis of variance showed that the group had a significant effect on post-test scores of self-efficacy and academic vitality (P<0.0001). In other words, the rate of self-efficacy and academic vitality in people who participated in a training package based on an educational package based on the cognitive components of critical thinking, problem-solving, and metacognition increased significantly compared to the control group. According to Eta squares, 65 Percent  and 56 Percent of the variance of self-efficacy and academic vitality is caused by a training package based on an educational package based on the cognitive components of critical thinking, problem-solving, and metacognition.
Conclusion
Considering the results of this study and the effect of the educational package of cognitive components on students 'self-efficacy and academic vitality, it is suggested that they be attracted to the curriculum by preparing curricula appropriate to students' cognitive and metacognitive requirements. It is suggested that due to the effect of this training in increasing students’ self-efficacy and academic vitality, the results of research conducted in this field be used in practice in counseling centers and medical centers so that in these centers, workshops, and courses Educational Cognitive components should be considered for school counselors and parents. It is also recommended to modify traditional evaluation methods with a metacognitive approach in the school education system. Considering one of the limitations of this study, since the subjects of this study were limited to the first-grade female students in thesecondary school of Zanjan, the generalization of the results to other groups should be made with caution. Also,  only a questionnaire was used to measure the variables in the present study. Part of the results may be due to the subjects' sensitivity to the test questions, test performance, and set norms, so it is suggested that other data collection methods such as interviews be used in future research.
Ethical Considerations
Compliance with ethical guidelines
The participants signed the informed consent form and had the right to leave the study during any process of conducting this research. This research meets guidelines for ethical conduct and report of research.
Authors’ contributions
Conceptualization, validation, review and editing: Masoud Ghasemi; Research analysis, references, data processing: Masoud Hejazi; Writing and drafting an manuscript: Khalil Hosseinkhani. All authors reviewed and approved the final version of the manuscript.
Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or non-profit sector.
Acknowledgments
This research was extracted from the PhD dissertation of the first author, in the Department of Psychology, faculty of psychology, Tehran Branch, Islamic Azad University, Tehran, Iran. In the end, the authors are grateful to all participants conducting this research and those who contribute to the implementation of the research.
Conflict of Interest
The authors declared no Conflict of Interest