Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P < 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P < 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

Background: Academic self-regulation, academic self-efficacy, and academic passion are crucial factors in medical students’ academic success. However, self-handicapping behaviors, such as procrastinating, making excuses, or setting unrealistic goals, can hinder these positive aspects of learning. This study explores how academic optimism mediates the relationships between self-regulation, self-efficacy, and passion in medical students prone to self-handicapping behaviors. Methods: This research adopted a descriptive, correlational design to investigate the interrelationships between the variables in a structural equation modeling (SEM) framework. The target population encompassed all undergraduate medical students with self-handicapping behaviors enrolled at Jundishapur University of Medical Sciences in 2022. A purposive sampling strategy yielded a sample of 204 medical students who completed self-report questionnaires assessing the aforementioned constructs. SEM analysis was conducted to test the hypothesized model, with bootstrapping procedures employed to evaluate indirect effects. Results: Academic self-regulation and optimism were directly associated with academic passion (P<0.001), while self-efficacy did not show a direct effect. Both self-regulation and self-efficacy indirectly influenced passion in medical students with self-handicapping behaviors through academic optimism (P<0.01). Conclusion: These findings highlight the importance of fostering not only academic self-regulation skills but also academic optimism among students with self-handicapping behaviors. Interventions that promote positive academic expectations could be particularly beneficial in promoting academic passion even in the absence of a direct effect from self-efficacy.

Background: Research shows that mental disorders are highly prevalent in prisoners and psychological interventions can help them to improve their psychological health. Cognitive behavioral therapy focuses on changing automatic thinking and self-criticism to create a healthy personality. ACT therapy focuses on increasing psychological flexibility, which is the ability to attend to experiences in the present moment without judgment, and in reality therapy emphasizes people's responsibility. However, comparative research on these three treatments in prisoners has received less attention. Aims: The purpose of the research was to compare the efficacy of group therapy based on acceptance and commitment (ACT; Hayes, Strosahl, & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) on the symptoms of mental disorders in male prisoners of Isfahan Central Prison. Methods: The present research was a semi-experimental type of pre-test, post-test and follow-up with a control group. The statistical population included all male prisoners of Isfahan Central Prison, from among whom 120 were selected based on systematic random sampling and were placed in experimental and control groups (per group n=30). Before and after the treatment and also during the follow-up period, the subjects completed the checklist of symptoms of mental disorders (SCL-90) by Dragotis et al. (1999). Acceptance and commitment (Hayes, Strosahl & Wilson, 1999), cognitive-behavioral therapy (Beck et al., 1979), and reality therapy (Glasser, 1965) were conducted separately in 12 sessions and the control group was placed on the waiting list. In order to analyze the data, analysis of variance with repeated measurements was used. Results: The results of showed the effectiveness of all three treatment models in improving the symptoms of obsessive-compulsive disorder, interpersonal sensitivity, phobic anxiety, paranoid ideation, and psychoticism (p<0.05). According to the results of the follow-up test, there was a significant difference in the research variables between the three treatment groups and CBT on the symptoms of mental disorders has been significantly more effective than reality therapy and ACT (p<0.05) Conclusion: The results of the research showed that acceptance and commitment therapy, cognitive-behavioral therapy and reality therapy improved the psychological health of male prisoners and CBT was superior.

Aim: The purpose of this study was to comparison of effectiveness of group training anger management and psycho-social empowerment on prosocial behaviors and social adjustment of girl high school students in Tehran city. Methods: This quasi-experimental study was conducted with a pretest-posttest design with control group and follow-up after two months. The statistical population of this study included all the high school girl students Tehran city to 125110 people were in year academic 2020-2021 and 90 girl students by random sampling were considered as the sample size in two experimental groups (each group of 30 girl students) and control (30 girl students). The experimental groups underwent group training anger management (12 sessions 90 minutes) and psycho-social empowerment (12 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data prosocial personality questionnaire (PPQ) of Penner (2002) and adjustment inventory for school students (AISS) of Sinha and Singh (1993). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni). Findings:The results of the study showed that both types of treatment in post-test and follow up had a significant effect on prosocial behaviors and social adjustment of girl high school students (P<0.05). Also, group training anger management had stronger effects in improvement of aggression and social self-efficacy (P<0.05). Conclusion: Based on the results of this study, it can be said that group training anger management and psycho-social empowerment can be used as a treatment to improvement of prosocial behaviors and social adjustment of girl high school students in Tehran city in counseling centers and psychological services.

Background:Anxiety is a general,vague,andvery unpleasant emotional feeling accompanied by many uncomfortable physical sensations. Objective: The present study aimed to determine the effectiveness of emotion-focused group therapy in social intimacy, social acceptance, and compassion of clients with anxiety referring to counseling centers in Isfahan. Method: This quasi-experimental study used a pre-test, post-test design with a control group and a one-month follow-up period. The statistical population of the study included 40 clients with anxiety referring to counseling centers in Isfahan in the spring and summer of 2020. They were selected via the available sampling method from Tohid counseling centers in Isfahan and randomly assigned to experimental and control groups (n=20 in each group). The experimental group received an emotion-focused treatment program in 12 120-min sessions (once a week), while the control group did not receive any intervention. The research instruments included the Symptom Checklist 90 (SCL-90) questionnaire, self-compassion scale, social intimacy questionnaire, and social acceptance test scale. The acquired data were analyzed using repeated-measures analysis of variance in SPSS software (version 24). Results: The results pointed out that emotion-focused therapy had a significant effect on the enhancement of social intimacy, social acceptance, and self-compassion (P<0.01). Conclusion: It can be concluded that emotion-focused group therapy is a useful intervention to increase social intimacy, social acceptance, and self-compassion in people with generalized anxiety disorder.

Background and aims: According to the available evidences regarding the consequences of sexual harassment, it is necessary to provide appropriate and effective treatment measures for the victims.The purpose of this study was to evaluate and compare the effectiveness of emotion-focused and existential group therapy on the adjustment of victims of childhood sexual abuse in Isfahan. Methods: This was a pre-test, post-test, and follow-up experimental research with a control group. The samples were 45 individuals with a history of being victimized by any kind of sexual abuse in childhood, referring to psychology centers in Isfahan city. They were selected based on purposeful sampling, and they were randomly allocated into three groups of 15 people (two experimental groups and one control group). One experimental group was intervented by emotion-focused therapy and the other was intervened by existential group therapy. All of them were compared with the control group after completing the intervention therapy procedure. Also, after three months, the groups were followed up. Results: According to the obtained results, it can be said that existential and emotion-focused therapy effectively increased home adjustment (p=0.037, p=0.021, f=3.480, eta=0.142) and health adjustment (p=0.023, p=0.050, f=3.230, eta=0.133) in victims of child sexual abuse in Isfahan. The results also showed that out of the two treatment methods, only the existential therapy could have a significant effect on the overall adjustment score of victims of child sexual abuse in Isfahan (p=0.048, f=3.620, eta=0.141).The emotion-focused therapy could not have such an effect. Conclusion: Based on the findings, it is suggested that victims of sexual harassment undergo intervention to improve their adjustment with emotion-focused or existential therapy.

هدف: هدف از انجام این پژوهش مقایسه اثربخشی طرح‌واره‌درمانی و واقعیت‌درمانی بر انعطاف‌پذیری روان‌شناختی و خودتنظیمی هیجانی مربیان پیش‌دبستانی شهرستان شهرکرد بود. روش: جامعه آماری کلیة مربیان پیش‌دبستانی شهرستان شهرکردبودند که از بین آنها تعداد 45 نفر به صورت نمونه‌گیری در دسترس انتخاب و به صورت گمارش تصادفی در 2 گروه آزمایش و1 گروه کنترل (هر کدام 15 نفر) گمارده شدند. ابزار اندازه‌گیری پژوهش شامل پرسشنامه‌های انعطاف‌پذیری روان‌شناختی (بوند و همکاران، 2011) و خودتنظیمی هیجانی(مارس، 1983) بود که طی سه مرحلة پیش‌آزمون، پس‌آزمون و پیگیری 3 ماهه تکمیل شد. داده‌های به دست آمده با استفاده از تحلیل واریانس با اندازه‌گیری مکرر تحلیل شدند. یافته‌ها: نتایج نشان داد تنها طرح­واره درمانی بر تعدیل میانگین نمرات انعطاف‌پذیری روان‌شناختی تاثیر پایدار داشته است (05/0 >P)؛ ولی هر دو روش طرح‌واره درمانی و واقعیت‌درمانی بر افزایش میانگین نمرات خودتنظیمی هیجانی تاثیر پایدار داشتند (05/0 >P). نتیجه‌گیری: نتیجه­ گیری شد که می‌توان از دو روش طرح­واره درمانی گروهی در درجة اول و از واقعیت‌درمانی گروهی در درجة بعدی برای بهبود انعطاف‌پذیری روان‌شناختی و خوتنظیمی هیجانی مربیان پیش ­دبستانی استفاده کرد.

Background and aims: The present study aimed to determine the effectiveness of Pythagorean self-awareness intervention in improving the quality of sexual life of women with multiple sclerosis (MS). Methods: In this quasi-experimental study, among women with MS in Isfahan province who had medical records in Ayatollah Kashani Hospital and Isfahan MS Center, 150 female patients were enrolled by convenience sampling and screened by Sexual Quality of Life-Female (SQOL-F). After screening, 46 patients, whose quality of sexual life score was lower than the mean score of 63, were randomly assigned to experimental and control groups, each comprising 23 patients. The experimental group received the Pythagorean self-awareness intervention, while the control group received no intervention. Both groups were assessed at pre-test, post-test, and two follow-up stages. The data were analyzed by multivariate analysis of covariance (MANCOVA). Results: The results revealed that the quality of sexual life of the experimental group improved after the intervention (P<0.001). Compared to the pre-test, a significant difference was observed in its components, namely, psychosexual feelings, sexual and relationship satisfaction, self-worthlessness, and sexual repression (P<0.001). Conclusion: It seems that Pythagorean self-awareness intervention effectively improves the quality of sexual life of women with MS. In addition to the overall improvement in the quality of sexual life, a significant difference was observed in its components compared to the pre-test after the intervention. Therefore, it is essential to plan psychological interventions to improve these women’s quality of sexual life.

Introduction and purpose: Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of child-oriented mindfulness skills on the parent-child interaction and the children’s social behaviors with low self-control. Methodology: The present study was experimental with pretest, posttest and control group design. The statistical population of the present study included the children with low self-control in the city of Isfahan in academic year 2020-21. 40 children were selected through multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received ten seventy-five-minute sessions of intervention regarding child-oriented mindfulness skills (Burdic, 2017) during two-and-a-half months. Three children from the experimental group and two from the control group were omitted from the study. The applied questionnaires in this study included Children's Self-control Questionnaire, Parent child relationship scale or PCRS by and social skills questionnaire. The data from the study were analyzed through ANCOVA method via SPSS23 software. Findings: The results showed that training child-oriented mindfulness skills have significant effect on the parent-child interaction (0.57) and social behaviors (0.50) of the children with low self-control (p<0.001). Conclusion: According to the findings of the present study it can be concluded that training child-oriented mindfulness skills can be employed as an efficient method to improve parent-child interaction and social behaviors of the children with low self-control through employing techniques such as mindful emotions and thoughts and being in the present time.

Aim: Psychological capital is a positive construct and indicates the latent readiness and capacity for individual change and consists of components such as self-efficacy, hope, optimism and resilience. These four components work synergistically to help a person adapt more easily to life, community, and the workplace and achieve success. The aim of this study was to compare the effectiveness of schema, therapy and reality therapy on the psychological capital of preschool teachers in Shahrekord. Method: The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research instrument was the Psychological Capital Questionnaire (Lutans et al., 2007) which was completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance. Results: The results showed that the two methods of schema therapy and reality therapy had a stable effect on the average scores of total psychological capital and the components of self-efficacy, hope and optimism (P <0.05). ETA coefficients for psychological capital were 0.432 and for self-efficacy, hope and optimism were 0.265, 0.207 and 0.151, respectively. Conclusion: It was concluded that both schema therapy and reality therapy methods, in terms of their multifaceted structure and content, have almost the same value as the ability to improve psychological capital and the components of self-efficacy, hope and optimism, and can be He used these two intervention methods for

The phenomenon of suicide is one of the most serious and important issues in the field of mental health, especially among university students as one of the most vulnerable groups in this field. Therefore, it is very important to identify the factors that can cause suicide in these people. The purpose of this study was to investigate the mediating role of help-seeking behaviors in relationship between loneliness and self-concealment with suicidal thoughts in university students. The research method was descriptive and research population included all Shahrekord azad university students in academic year 2019-2020 that among them, selected 200 participants by using of available sampling method. Data collection tools were Beck’s standard scale of suicide ideation, Fischer & Farina Help-Seeking Scale, Asher and collage Loneliness Scale and Larson & Chastain Self-Concealment Scale. Data were analyzed by using of path analysis. The findings indicated that research model had a goodness of fit. According to the findings, both loneliness and self-concealment had significant relationship with suicidal thoughts by mediate role of help-seeking behaviors. Collectively, feelings of loneliness and self-concealment can have a negative effect on seeking psychological help and reinforce suicidal thoughts.

Behavioral and emotional problems are one of the most common psychological problems in childhood and adolescence. Evidence suggests that behavioral problems are more prevalent among intellectual disability children than normal children. Therefore, the present study aimed to determine the effectiveness of a parent-centered intervention based on localized play therapy on behavioral problems of 5-7 years old intellectual disability children. This study was experimental with pretest-posttest design and follow-up with control group. The statistical population consisted of 128 educable intellectual disability children who were educated in special centers in Lordegan in 1397. Thirty people were selected randomly and assigned to two groups of 15 (experimental and control). Rutter Behavioral Problems Questionnaire was administered to two groups as pre-test. Then, the experimental group's parents received a 12-session localized game therapy intervention and the parents of the control group did not receive the intervention. At the end of the intervention period and 3 months later, Rutter's Behavioral Problems Test was again administered to the two groups as posttest and follow up, respectively. Data were analyzed using ANOVA with repeated measures. Results showed that there was a statistically significant difference between the performance of the two experimental and control groups in the rate of behavioral problems (p <0.001). Therefore, it can be concluded that the localized play therapy intervention program has been effective in reducing the behavioral problems of intellectual disability children and the survival of the intervention program remained after 3 month.

Background: Chronic diseases such as Multiple Sclerosis (MS), as one of the hot topics in the literature, have frequently been associated with sexual dysfunction. Objectives: The present study aimed to investigate the effect of mindfulness psycho educational group intervention on improving the sexual function of women with MS. Methods: To this end, 350 women with MS from Isfahan province, who had medical records in Kashani Hospital and Isfahan MS Center, were first screened out by the Female Sexual Function Index (FSFI), among whom the ones scored below 28 were clinically diagnosed with sexual dysfunction. Then 47 patients with sexual dysfunction were randomly assigned to experimental (N=24) and control (N=23) groups using the simple random sampling method. The experimental group received five sessions of Mindfulness-Based Group Psychotherapy; however, the control group received no treatment. The two groups were assessed by a pre-test, post-test, and two follow-ups (one and two months after the end of the intervention, respectively), and MANCOVA was used to analyze the data in SPSS software 16. Results: According to the results, mindfulness-based psycho educational group therapy was effective in improving the sexual function of women with MS in all the six domains (namely desire, arousal, lubrication, orgasm, satisfaction, and pain) and the total FSFI score (p≤.05)). Conclusion: The findings revealed the effectiveness of psycho educational group intervention in improving the sexual function of women with MS. Accordingly, clinicians and therapists working with this group of women are recommended to include mindfulness in their interventions.

Moving from the status quo to the desired state of education is difficult and impossible, despite the emotional and social turmoil. Little is known about the role of critical thinking in emotional and social turmoil. Therefore, the aim of this study was to investigate the group training of critical thinking (CT) on adjustment and social anxiety of female high school students in Bojnourd. The method of the present study was a quasi-experimental with pre-test-post-test-follow-up and control groups. The statistical population of the study included 430 girls in the second year of high school in Bojnourd in the academic year of 1998-99. And witnesses were randomly replaced. The instruments used in this study were Bell Social Adjustment (1961) and the Social Anxiety Scale for Adolescents (SAS-A, 1999). The Critical thinking training program was performed on the experimental group during 8 sessions of 90 minutes according to the training program. The results of repeated measures analysis of variance show that there was a significant difference between the mean of adjustment and social anxiety in the experimental and control groups. This means that group training in critical thinking has been significantly effective in increasing social adjustment and reducing social anxiety in the experimental group.

Objective: The aim of this study was to investigate the effectiveness of sensory-motor integration intervention on students' self-esteem and mathematical performance with learning disabilities. Method: The research method was quasiexperimental with pre-test-post-test design with control group and follow-up stage. The statistical population of this study consisted of male students with learning disabilities in Kerman. A sample of 40 subjects was selected by simple random sampling method and randomly assigned to 20-person experimental and control groups. The experimental group received 45minute 16 sessions of sensorymotor integration intervention, and the control group did not receive any intervention. After three months, the follow-up test was performed. Data collection tools included the Wechsler Intelligence Scale, the Mathematical Performance Test, and the SelfEsteem Questionnaire. Data were analyzed using SPSS software. Results: The results of covariance analysis showed that sensory-motor integration intervention is effective on self-esteem and mathematical performance and according to the results obtained from comparative follow-up in experimental groups and The effect control of this intervention was stable (P <0.05 and F =, eta =). Conclusion: Sensory-motor integration intervention, by creating a new experience, contributes to the mathematical performance and self-esteem of students with math learning disabilities and can be used as a beneficial intervention to reduce students' problems with math learning disabilities.

Aim and Background: Cerebral palsy is a non-progressive movement and postural disorder that occurs following nerve damage in the early years and causes motor and neurological disabilities. Disorders in daily life activities, heavy medical expenses and severe dependence on others affect the functioning of the family, especially mothers. Therefore, the present study was conducted to compare the effectiveness of self-compassion therapy and psychological capital training on the tolerance of anxiety and emotional self-regulation of mothers of children with cerebral palsy. Methods and Materials: The present study was a quasi-experimental study with pre-test, post-test and follow-up design. The statistical population of the study included mothers with children with cerebral palsy in rehabilitation centers under the supervision of Shahrekord Welfare in 2019 (270 subjects) of which a sample of 45 subjects were selected and randomly divided into three groups (two experimental and a control group) were assigned. Individuals in both experimental groups participated in 10 sessions of 90 minutes in self-compassion and psychoanalytic courses. Participants answered the Simmons and Gaher (2005) Emotional Distress Tolerance Questionnaire and the Emotional Self-Regulation Questionnaire (2010) in three stages. Research data were analyzed using repeated measures analysis of variance and independent t-test. Findings: The results showed that self-compassion training and psychological capital training have increased the stress tolerance of mothers with children with cerebral palsy in the same and effective way(p<0.05) and among the two intervention methods, only psychological capital training was able to improve mothers' emotional self-regulation (p<0.001). Conclusions: Based on the results of the present study, it can be said that two methods of self-compassion training intervention and psychological capital training can be used as effective intervention options to improve anxiety tolerance and self-regulation of mothers of children with cerebral palsy.

The aim of this study was to predict the academic emotions based on spiritual well-being and life satisfaction in students of Shahrekord Girls' Technical and Vocational School. This was a descriptive correlational study. The study population consisted of all students of Shahrekord Girls' Technical and Vocational School in the 2018-2019 school year. A total of 210 students were selected by the stratified random sampling.

The purpose of this study was to investigate the effectiveness of meta-cognitive trainingon the quality of life and psychological hardiness of Red Crescent Relief rescuer workers. Two hundred Red Crescent Relief rescuers were selected by the available sampling method, and after implementing the questionnaires, forty were selected and randomly divided into two groups (twenty experimental and twenty Control group). This research was quasi-experimental with a design of pretest-posttest- follow up and with a control group. Meta-cognitive trainingwas conducted on the experimental group during twelve sessions with ninty minutes based on the Wels metacognitive therapy over two months on the experimental group. After the last session, the post-test, and after two months, the follow-up was conducted. Data was gathered by The World Health Organization Quality of Life Questionnaire and Kobasa Psychological Hardiness Questionnaire. The analysis of data with variance analysis with repeated measures showed that metacognitive trainingaffects Red Crescent relief workers' appropriate quality of life and psychological hardiness. This effect also continues after two months. Based on these results, for improving the quality of life and increase the psychological hardiness of rescuers, metacognitive training can be used.

Background: Chronic hepatitis E infection has been reported in solid organ transplant recipients following acute hepatitis due to the compromised immune status. Almost all reports are from areas where hepatitis E virus (HEV) genotypes 3 and 4 are the dominant genotypes. This study was conducted to investigate the role of hepatitis E infection as an etiology for liver enzymes elevation in liver transplant recipients from the largest liver transplant program in Iran. Methods: In a prospective study from June to December 2015, in a single liver transplantation center in Iran, all adult liver recipients who were investigated for the etiology of persistent elevation of liver enzymes were tested for HEV serology status. Results: Of 122 patients included in the study, 19 (15.6%) were positive for HEV serology. Seropositive patients were significantly older than seronegative ones (mean age 43.79 vs. 31.58, P < 0.001); however, they were not different in other characteristics including sex distribution and mean of liver enzymes in each occasion. Liver biopsies were done in 16 HEV seropositive patients and none of the biopsies showed evidence for acute or chronic viral hepatitis. Conclusion: In this study, with 15.6% rate of HEV seropositivity in liver recipients with persistent elevation of liver enzymes, we were not able to confirm any clinical evidence for active acute or chronic hepatitis E infection. This could theoretically be attributed to the fact that the dominant prevalent HEV genotype in our endemic area is not associated with a chronic form of infection.

Background: Traumatic childhood experiences, especially sexual harassment, are among the main factors causing anxiety disorders. The present study aimed to determine the effects of Emotion-focused Therapy (EFT) and Existential Group Therapy (EGT) on depression, anxiety, and stress in the victims of child sexual harassment. Methods: This was a quasi-experimental study with a pre-test-post-test and a control group design. The research population consisted of all men and women with a history of child sexual harassment referring to the counseling and psychological service centers of Isfahan City, Iran. In total, 45 subjects were selected by convenience sampling method and randomly assigned into two experimental groups and a control group (n=15/group). The experimental groups received EFT or EGT (eight 90-minute sessions), Accordingly, the obtained results were compared with the control group immediately after the intervention and 3 months later. The required data were collected by the Depression Anxiety Stress Scales (DASS-42) and analyzed by repeated-measures Analysis of Variance (ANOVA) in SPSS. Results: The current research results revealed that EGT effectively reduced depression symptoms (P<0.01); however, EFT did not significantly affect depression symptoms. Both interventions reduced anxiety symptoms in the study subjects (P<0.01). Furthermore, EFT was more effective than EGT in reducing stress symptoms (P<0.01). There was a significant difference between the pre-test, post-test, and follow-up stages as well as the time*group interaction in the mean scores of depression, anxiety, and stress (P<0.01). Conclusion: Based on the present study findings, psychotherapists and psychiatric nurses are recommended to apply these interventions for controlling depression, stress, and anxiety among the victims of child sexual harassment.