A Scoping Review of Cognitive Impairment in Adults With Spinal Cord Injury: Mechanisms and Assessment Tools 2 2 Objective: Spinal cord injury (SCI) is a life-altering condition associated with a wide range of physical and psychological consequences. Among these, cognitive dysfunction remains an under-recognized complication. This scoping review aimed to explore the prevalence of cognitive impairment, the proposed underlying mechanisms, and to identify the assessment tools used to evaluate cognitive deficits in adults with SCI without concomitant traumatic brain injury. Methods: A comprehensive search was conducted across multiple electronic databases, including Medline, OTseeker, CINAHL, PsycINFO, Cochrane Library, Scopus, ProQuest, ScienceDirect, MagIran, and Google Scholar, covering the period from January 2013 to January 2024. Peer-reviewed articles in English or Persian with full text available and using the main keywords (“pure spinal cord injury,” “adult,” “cognitive disorder,” “cognitive domains,” “assessment,” “evaluation,” “test”) were included. Results: A total of 15 studies met the inclusion criteria, comprising 10 cross-sectional studies, 2 cohort studies, 1 descriptive study, 1 narrative review, and 1 systematic review, involving 771 adults with SCI. The reported prevalence of cognitive impairment ranged from 30% to 60%. Proposed mechanisms contributing to cognitive dysfunction included reduced dopamine receptor expression, chronic neuroinflammatory changes in the thalamus, hippocampus, and cerebral cortex, cardiovascular dysregulation (such as impaired autonomic control, altered inhibitory processes, hypoxia, and anoxia), autonomic dysfunction, obstructive sleep apnea, substance and medication effects, and psychological factors (including emotional distress and anxiety). The most frequently affected cognitive domains were attention, concentration, working memory, visuospatial processing, and processing speed. Commonly used cognitive assessment tools included the Beck Depression Inventory, Wechsler Adult Intelligence Scale, Mini-Mental State Examination, neuropsychiatry unit cognitive assessment tool (NUCOG), edinburgh cognitive and behavioral ALS (ECAS) screen, and stroop test. Conclusion: Cognitive impairment following pure SCI is a multifactorial condition influenced by central nervous system (CNS) alterations, cardiovascular dysfunction, and psychological factors. Although no standardized or specialized instrument currently exists for accurately screening cognitive deficits in this population, clinicians should remain vigilant in detecting these impairments to enable timely diagnosis and the development of tailored cognitive rehabilitation strategies. 103 112 2025/08/23 1404/6/1 2025/11/27 1404/9/6 Mahyar Mahmoudi Mahyar Mahmoudi Department of Occupational Therapy, School of Rehabilitation, Rofeideh Rehabilitation Hospital, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran mahyartak890@gmail.com Elham Loni Elham Loni Department of Clinical Sciences, Clinical Research Development Center, Rofeideh Rehabilitation Hospital, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran elham.loni1986@gmail.com Nazila AkbarFahimi Nazila AkbarFahimi Department of Occupational Therapy, School of Rehabilitation, Rofeideh Rehabilitation Hospital, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. Iran fahimi1970@yahoo.com Mohammadmasoud Mahmoudi Mohammadmasoud Mahmoudi Young Researchers and Elite Club, Islamic Azad University, Semnan, Iran. Iran masoudmahmoudi515@ymail.com Spinal cord injury (SCI) Adult Cognitive impairment Cognitive domains Evaluation Assessment Cognitive dysfunction Neuropsychological assessment Scoping review Rehabilitation ## ##

Difficulties in Emotion Regulation and Rumination Mediate the Relationship Between Narcissism and Suicidal Ideation 2 2 Objective: Narcissism has extensive intrapersonal and interpersonal consequences and is a predictor of several forms of psychopathology. Pathological narcissism is considered as a risk factor for suicidal ideation (SI). This research aimed to examine the mediating role of emotion regulation deficits and rumination in the relationship between pathological narcissism and SI. Methods: A total of 463 students (232 girls, 231 boys) from public universities in Tehran Province, Iran participated in this study. Participants completed the Brief-pathological narcissism inventory (B-PNI), difficulties in emotion regulation scale (DERS), ruminative response scale (RRS), and beck SI inventory (BSSI). Results: The results indicated that pathological narcissism was positively and significantly associated with SI, emotion regulation difficulties, and rumination (P<0.01). However, vulnerable narcissism (VN) showed stronger associations with these variables than grandiose narcissism (GN). Structural equation modeling indicated that emotion regulation difficulties significantly mediated the relationship between VN and SI (P<0.01). Conclusion: These findings suggest that deficits in emotion regulation, particularly in the context of VN, play a key role in explaining SI among university students. 113 126 2025/08/232025/09/10 1404/6/19 2025/11/272026/01/10 1404/10/20 Mohammad Ali Besharat Mohammad Ali Besharat Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. Iran besharat@ut.ac.ir Ali Amirebrahimi Ali Amirebrahimi Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. Iran a.amirebrahimi@ut.ac.ir Ali Moghaddamzadeh Ali Moghaddamzadeh Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. Iran moghaddamzadeh.a@ut.ac.ir Fatemeh Rajaei Fatemeh Rajaei Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. Iran frajaei@ut.ac.ir Pathological narcissism Grandiose narcissism (GN) Vulnerable narcissism (VN) Emotion regulation Rumination Suicidal ideation (SI) ## ##

Mindfulness-based Stress Reduction Training for Self-compassion and Attention in Students With Academic Procrastination 2 2 Objective: Mindfulness-based stress reduction (MBSR) is a contemporary approach within psychological interventions that helps individuals reduce stress and anxiety by cultivating present-moment awareness. This study aimed to evaluate the effectiveness of MBSR training on self-compassion and attention deficits in students experiencing academic procrastination. Methods: This research employed a quasi-experimental design with pre-test, post-test, and follow-up assessments and a control group. The study population comprised all female students enrolled in lower secondary schools in Sanandaj City, Iran, during the 2023–2024 academic year. From this group, 30 participants were selected through purposive sampling and then randomly assigned to an intervention group (n=15) and a control group (n=15). Data were collected using three standardized instruments: The Tuckman procrastination scale (TPS), self-compassion scale–short form (SCS-SF), and Youth self-report (YSR). The data were analyzed using repeated measures multivariate analysis of variance (MANOVA) using SPSS software, version 24. Results: The findings indicated that MBSR training significantly increased self-compassion and reduced attention deficits in students with academic procrastination. These effects were sustained in the one-month follow-up for both variables. Conclusion: Based on the findings, MBSR may be considered an effective intervention program for students struggling with academic procrastination. This intervention may serve as a practical tool for school counselors working with students exhibiting procrastination behaviors. 127 140 2025/08/232025/09/102025/10/2 1404/7/10 2025/11/272026/01/102026/01/12 1404/10/22 Parastoo Rostami Parastoo Rostami Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran. Iran parastorostami6@gmail.com Mohammad Rostami Mohammad Rostami Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran. Iran m.rostami@uok.ac.ir Academic procrastination Attention deficit Mindfulness-based stress reduction (MBSR) Self-compassion ## ##

Black Women’s Resilience: Navigating Psychological Oppression in Education 2 2 Objective: This study employs a dual-layered design that combines a phenomenological approach and a qualitative research inquiry. This approach explores the schooling experiences of Black women professionals in the United States. This analysis examines the psychological impacts of oppression on the lives of Black females. This study aimed a) to design a qualitative research study to address the nature of Black women’s psychological oppression and transform the lives of marginalized people confronted with oppression in education, b) to design a phenomenological study that focuses on how Black women narrate their schooling experiences and further amplify their voices in the academic literature and c) to provide an analysis that unveils Black women’s trauma and places their experience at the center of the analysis. Methods: To understand the impacts of structural circumstances, specific research design and data collection methods were used to examine oppression. This research contributes to a growing body of work on multiple forms of discrimination, such as the intersections of racism, classism, and sexism, as well as trauma in Black females’ everyday lives. Black women’s voices concerning their lived experiences are missing from academic literature. Results: Data analysis showed five key themes from the participants’ interviews pertaining to marginalization: microaggressions, trauma, stereotypes, invisibility, and outcast experiences. Verbatim interview excerpts and ethnographic records were used to demonstrate each of the findings. The identified themes were supported by interview data and observational field notes. Experiences shared in this research shed light on various ways Black females navigate oppression. Conclusion: This study sheds light on the need for further research and conversations on how trauma and psychological oppression impact Black women’s mental health. 141 150 2025/08/232025/09/102025/10/22025/08/11 1404/5/20 2025/11/272026/01/102026/01/122026/01/5 1404/10/15 Kimberly D. Ferrell Kimberly D. Ferrell Women’s Resource Center, Eastern Michigan University, Ypsilanti, United States. United States kdixson@emich.edu Black women Marginalization Oppression Trauma Psychological oppression ## ##

Comparing the Effectiveness of Parent-child Interaction Therapy, Cognitive-behavioural Therapy, and Their Combination in Adolescents With Problematic Sexual Behaviours 2 2 Objective: Sexual behaviour is one of the most important developmental experiences in adolescence and may lead to longterm consequences. This study aimed to compare the effectiveness of cognitive-behavioural therapy (CBT), parent-child interaction therapy (PCIT), and their combination on depression, family functioning, and parenting stress in adolescents with problematic sexual behaviours (PSBs). Methods: The sample consisted of 35 female students (10-13 years old) with PSBs from schools in Guilan Province, Iran, during the 2023-2024 academic year. They were identified by purposive sampling and based on the Sexual Behaviour Checklist and a clinical interview and were randomly assigned (using a table of random numbers) to three experimental groups (two groups with 12 participants and one group with 11 participants). To measure the variables, Maria Kovacs children’s depression questionnaire, family functioning questionnaire, and parenting stress scale were used. after completing the questionnaires, the treatment sessions began. The pre-test, post-test design with three test groups was used, and data analysis was conducted using analysis of covariance (ANCOVA) with SPSS software, version 27. Results: A statistically significant difference was observed among the experimental groups for depression (F=4.83, df=2, P=0.01, observed power [OP]=0.78) and family functioning (F=18.14, df=2, P=0.001, OP=1.00). However, no significant difference was observed among experimental groups for parenting stress (F=2.76, df=2, P=0.08). Conclusion: According to the results, CBT-PCIT is more effective than CBT in reducing depression, and PCIT and CBT-PCIT are more effective than CBT for improving family functioning. 151 166 2025/08/232025/09/102025/10/22025/08/112025/09/3 1404/6/12 2025/11/272026/01/102026/01/122026/01/52025/12/10 1404/9/19 Fatemeh Mehrvarz Fatemeh Mehrvarz Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Iran taramehrvarz@webmail.guilan.ac.ir Abbas Abolghasemi Abbas Abolghasemi Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Iran abolghasemi1344@guilan.ac.ir Mahnaz Khosrojavid Mahnaz Khosrojavid Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Iran khosrojavid@guilan.ac.ir Abbas Ali Hosseinkhanzadeh Abbas Ali Hosseinkhanzadeh Faculty of Literature and Humanities, University of Guilan, Rasht, Iran. Iran khanzadehabbas@guilan.ac.ir Parent-child interaction therapy (PCIT) Cognitive-behavioural therapy (CBT) Depression Family function Parenting stress Problematic sexual behaviour (PSBs) ## ##

The Effectiveness of Problem-solving Skills Training on Aggression and Academic Self-efficacy Among Aggressive Students 2 2 Objective: Behavioral problems among adolescents are an escalating global concern, with aggression significantly undermining psychological well-being and academic functioning. This study aimed to evaluate the effectiveness of problem-solving skills training in reducing aggression and enhancing academic self-efficacy among aggressive high school students. Methods: A randomized controlled trial was conducted during the 2024-2025 academic year in Ahvaz city, Iran. Using cluster random sampling, 40 aggressive high school male students were identified through clinical interviews and the Ahvaz aggression inventory (AAI). Participants were randomly assigned to either an experimental group (n=20), which received six 90-minute sessions of problem-solving skills training, or a control group (n=20), which received no intervention. Data were collected at pre-test, post-test, and a three-month follow-up using the AAI and the academic self-efficacy scale (ASES). Data were analyzed using mixed-design analysis of variance (ANOVA) using SPSS software, version 26. Results: Significant improvements were observed in the experimental group, characterized by a substantial reduction in aggression scores and a significant increase in academic self-efficacy (P < 0.001). These therapeutic gains remained stable during the follow-up phase. Conclusion: Problem-solving skills training serves as a robust cognitive-behavioral intervention, equipping students with adaptive coping mechanisms that mitigate impulsive aggression and bolster academic confidence. Integrating these skills into school curricula is recommended to promote adolescent mental health. 167 174 2025/08/232025/09/102025/10/22025/08/112025/09/32025/11/21 1404/8/30 2025/11/272026/01/102026/01/122026/01/52025/12/102026/02/15 1404/11/26 Reza Hardani Reza Hardani Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. Iran ahardani@outlook.com Sasan Bavi Sasan Bavi Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Iran sassanbavi@gmail.com Problem-solving Aggression Self-efficacy Adolescent ## ##

Childhood Abuse and Mentalization Among Students with Different Levels of Suicidal Ideation: A Comparative Study 2 2 Objective: This study aimed to compare childhood abuse experiences and mentalization capacities among university students with high and low levels of suicidal ideation. Methods: In a comparative cross-sectional study, 528 students from Shahed University in Tehran Province, Iran (2024–2025) completed the Beck scale for suicide ideation (BSS). Based on cut-off scores, 112 students (56 with high and 56 with low suicidal ideation) were selected using purposive sampling to ensure balanced group comparison. Participants also completed the childhood trauma questionnaire–short form (CTQ-SF) and the mentalization scale (MentS). Data were analyzed using multivariate analysis of variance (MANOVA). Results: Students with high suicidal ideation experienced more childhood abuse and exhibited poorer mentalization capacities across all domains than their low-ideation peers. Conclusion: The results highlight the intertwined influence of childhood trauma and impaired mentalization on suicidal ideation. Interventions aimed at reducing suicide risk among young adults should target both trauma recovery and enhancement of reflective functioning. 175 184 2025/08/232025/09/102025/10/22025/08/112025/09/32025/11/212025/09/19 1404/6/28 2025/11/272026/01/102026/01/122026/01/52025/12/102026/02/152026/01/10 1404/10/20 Ehsan Akbari Ehsan Akbari Department of Psychology, Faculty of Humanities, Shahed University, Tehran, Iran. Iran eakbari72@gmail.com Leila Heydarinasab Leila Heydarinasab Department of Psychology, Faculty of Humanities, Shahed University, Tehran, Iran. Iran l.heydaryn@gmail.com Hamid Yaghoubi Hamid Yaghoubi Department of Psychology, Faculty of Humanities, Shahed University, Tehran, Iran. Iran yaghubi@shahed.ac.ir Hojjatollah Farahani Hojjatollah Farahani Department of Psychology, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran. Iran h.farahani@modares.ac.ir Suicidal ideation Childhood abuse Mentalization Students ## ##

Metacognitive and Mindfulness Training Effects on Academic Boredom and Rumination in Procrastinating Students 2 2 Objective: Academic procrastination remains a pervasive challenge among students, frequently precipitating adverse psychological and scholastic consequences, including academic boredom and chronic rumination. This eststudy aimed to evaluate and juxtapose the therapeutic efficacy of two targeted psychological interventions—metacognitive strategies training and mindfulness training—in alleviating these sequelae among male high school students exhibiting pronounced academic procrastination. Methods: Employing a randomized controlled trial framework with a pre-test-post-test design and a one-month follow-up, this study drew from a population of male high school students in Dezful County, Iran, during the 2024–2025 academic year. Through cluster random sampling, 45 participants screened positive for academic procrastination using the Procrastination Assessment Scale–Students were recruited and allocated equally (n=15 per group) to either a metacognitive strategies training group, a mindfulness training group, or a no-intervention control group. The former underwent ten 90-minute weekly sessions, while the latter completed eight analogous sessions. Outcomes were assessed via the Dutch boredom scale (DUBS) and rumination-response scale (RRS). Data underwent scrutiny through repeated-measures analysis of variance (ANOVA) supplemented by Bonferroni post hoc comparisons. Results: Analyses revealed that both interventions yielded statistically significant reductions in academic boredom and rumination relative to controls (P<0.001), with large effect sizes (partial η²>0.76 for key interactions). Follow-up assessments substantiated the persistence of these gains over time. Notably, intergroup comparisons disclosed no differential efficacy between the metacognitive and mindfulness cohorts. Conclusion: These results affirm the comparable and enduring utility of metacognitive strategies and mindfulness training in remediating academic boredom and rumination among procrastinating students. Despite the modest sample size, which may limit generalizability, the findings advocate for the synergistic incorporation of cognitive-behavioral and third-wave paradigms within school-based counseling protocols to foster resilient educational environments. 185 196 2025/08/232025/09/102025/10/22025/08/112025/09/32025/11/212025/09/192025/10/23 1404/8/1 2025/11/272026/01/102026/01/122026/01/52025/12/102026/02/152026/01/102026/01/29 1404/11/9 Mostafa Mahmoudi Mehr Mostafa Mahmoudi Mehr Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Iran mahmoudimehrm@gmail.com Zahra Dasht Bozorgi Zahra Dasht Bozorgi Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Iran zdashtbzrgi@gmail.com Hamdollah Jayervand Hamdollah Jayervand Department of Psychology, Il.C., Islamic Azad University, Ilam, Iran Iran jayervandhm@gmail.com Marzieh Talebzadeh Shoushtari Marzieh Talebzadeh Shoushtari Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran Iran talebzademarzieh@gmail.com Metacognition Mindfulness Academic boredom Rumination Procrastination ## ##