Journal of

The aim of the present study was to determine the effectiveness of mindfulness-based cognitive therapy (MBCT) on perceived stress and concentration in students with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The statistical population included all students with attention deficit hyperactivity disorder who referred to Atieh Derakhshan Mind Clinic in Tehran between April and June 2025. Among the eligible individuals, 30 students were selected using convenience sampling and randomly assigned to two experimental and control groups (15 students in each group). The experimental group underwent mindfulness-based cognitive therapy intervention for eight 90-minute sessions, while the control group remained on the waiting list. Data were collected using the Connors Parent Rating Scale, Cohen's Perceived Stress Questionnaire, and the Attention and Concentration Test. The results showed that the mean perceived stress in the experimental group decreased significantly from pre-test to post-test and follow-up, and the mean concentration in this group increased significantly, while no significant change was observed in the control group. Also, the effects of the treatment remained largely stable at the follow-up stage. These findings indicate that mindfulness-based cognitive therapy can be used as an effective intervention to reduce perceived stress and improve concentration in students with attention deficit hyperactivity disorder.

The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on depressive symptoms and academic motivation in adolescents. This quasi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group. The statistical population included adolescents referring to counseling and psychological service centers in Tehran in 1404, from which 30 people were selected using a convenience sampling method and randomly assigned to two groups of 15 people each: experimental and control. The experimental group underwent acceptance and commitment therapy intervention, while the control group did not receive any psychological intervention. The research instruments included a depression symptoms questionnaire and an academic motivation scale, and the data were analyzed using multivariate analysis of covariance in SPSS software. The results showed that acceptance and commitment therapy significantly reduced depressive symptoms and increased academic motivation in the experimental group compared to the control group, and these effects remained stable in the follow-up phase. As a result, it can be said that acceptance and commitment therapy, as an effective psychological intervention, can play a role in reducing depressive symptoms and improving academic motivation in adolescents.