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Objective: This study aimed to investigate the effectiveness of premarital education based on the Interpersonal Awareness and Choice Method in enhancing marital stability and emotional expressiveness among engaged couples. Methods and Materials: A randomized controlled trial design was used involving 30 participants recruited from premarital counseling centers in Tehran. Participants were randomly assigned to an experimental group (n = 15), which received a ten-session premarital education program, and a control group (n = 15), which received no intervention during the study period. The intervention was delivered in weekly 60-minute group sessions focusing on interpersonal awareness, emotional literacy, and decision-making in romantic relationships. Standardized instruments were used to measure marital stability and emotional expressiveness at three time points: pretest, posttest, and five-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27 to assess within-group and between-group differences over time. Findings: Results indicated a significant interaction effect between time and group for marital stability (F(2, 56) = 14.72, p < 0.001, η² = 0.34), with the experimental group showing greater improvements compared to the control group. Similarly, emotional expressiveness demonstrated a significant group-by-time interaction (F(2, 56) = 17.59, p < 0.001, η² = 0.38), with post-hoc comparisons revealing that the experimental group had significantly higher scores at both posttest and follow-up phases. All assumptions for repeated measures ANOVA were confirmed prior to analysis. Conclusion: The findings suggest that premarital education based on the Interpersonal Awareness and Choice Method is an effective intervention for promoting emotional expressiveness and marital stability among engaged individuals. These results highlight the value of incorporating structured emotional and interpersonal training into premarital counseling services to support relationship resilience and long-term satisfaction. Keywords: Premarital education, interpersonal awareness, emotional expressiveness, marital stability.

Externalizing behavior problems in preschool children may represent part of normal developmental behaviors; however, if they persist, they can lead to serious psychological and social difficulties in the future. Deficits in emotional self-regulation are key factors in the development of such problems. The present study aimed to investigate the effectiveness of a unified program based on transdiagnostic treatment, focusing on teaching cognitive and emotional self-regulation skills, in reducing externalizing behavior problems among preschool children with behavioral disorders. An experimental single-subject design was employed and conducted in a preschool center in Shahrekord. The statistical population consisted of all preschool children aged 5 to 6 years with behavioral disorders who were enrolled in preschools in Shahrekord during the 2024-2025 academic year. Sampling was performed through purposive sampling based on specific criteria. The research instruments included the Achenbach Child Behavior Checklist (1991) and the Shields and Cicchetti Emotion Regulation Checklist (1997), completed by mothers during the three phases of baseline, intervention, and follow-up. The intervention program was conducted in ten sessions and consisted of two separate sections for children and parents. The parent sessions lasted 45 to 60 minutes, and the child sessions lasted 20 to 30 minutes. The findings indicated that after implementing this program, the children’s behavioral symptoms showed considerable improvement across multiple dimensions, particularly in the externalizing behavior and emotional regulation subscales. The results demonstrated the effectiveness of the unified cognitive and emotional self-regulation program in reducing externalizing behavior problems and improving emotion regulation skills in preschool children.

Objective: This study aimed to explore how parents in mixed heritage families in Malaysia engage in ethnic-racial socialization and transmit cultural identity to their children within the context of a multicultural society. Methods: Using a qualitative grounded theory approach, data were collected through semi-structured interviews with 25 parents from diverse mixed heritage backgrounds residing in Malaysia. Participants were selected through purposive sampling and theoretical saturation guided the endpoint of data collection. Interviews focused on participants’ practices, challenges, and perspectives regarding cultural identity transmission in the home. Verbatim transcripts were analyzed using NVivo software, employing open, axial, and selective coding to generate a conceptual framework grounded in participants’ narratives. Findings: Five main categories emerged: Cultural Identity Transmission, Language and Communication, Navigating Racial Bias, Family Dynamics, and Community and Social Engagement. Parents engaged in intentional practices such as storytelling, celebration of traditions, and bilingual upbringing to reinforce cultural heritage. They also described emotional and strategic responses to racial bias, as well as negotiation between co-parenting and intergenerational influences. Language was both a bridge and a barrier, shaping identity and familial cohesion. Parents sought external support through cultural events and digital communities to validate and enrich their children’s mixed identities. These findings highlight the emotional labor and adaptive strategies involved in raising bicultural children in socially stratified environments. Conclusion: Ethnic-racial socialization in mixed heritage families is a complex, multifaceted process involving intentional practices, emotional negotiations, and contextual adaptations. Parents act as cultural mediators, balancing heritage preservation with societal integration.

Mild Cognitive Impairment (MCI) represents a transitional phase between normal aging and dementia, primarily affecting memory. It affects nearly one-fifth of adults over 50 worldwide, highlighting its growing clinical importance. Pharmacological treatments have shown limited efficacy, prompting interest in non-invasive interventions such as transcranial direct current stimulation (tDCS), which modulates cortical excitability through weak electrical currents. This systematic review aimed to evaluate the effects of tDCS on memory performance in older adults with MCI and to identify protocol-specific predictors of improvement. A systematic search was conducted in PubMed, Scopus, and Web of Science (up to April 2025) following PRISMA guidelines. Eligible studies included randomized and non-randomized trials examining tDCS alone or combined with cognitive training in adults aged 60 years and older with MCI. Ten studies (N = 428) met inclusion criteria. Due to heterogeneity, findings were synthesized narratively. Overall, tDCS significantly improved verbal and recognition memory, as well as spatial and episodic memory performance. Neurophysiological findings indicated enhanced neural activity and connectivity. Stimulation targeting the left dorsolateral prefrontal cortex produced the most consistent benefits, especially when applied for ten or more sessions at an intensity of 2 mA. Mild side effects, such as redness and tingling, occurred in approximately 20–30% of participants, with no serious adverse events reported. Preliminary evidence supports the effectiveness and safety of tDCS in improving memory among individuals with MCI. However, variability in protocols and small sample sizes underscore the need for standardized, biomarker-guided, and longitudinal research.

Objective : This study aimed to assess the relationship between the Big Five personality traits and public speaking anxiety among students at Mizan-Aman Health Science College, South West Ethiopia. Methods : An institutional-based cross-sectional survey design was employed. A stratified random sampling technique was used to select respondents from each stratum, resulting in a total of 320 participants (154 males and 166 females). Data were collected using the Personal Report of Public Speaking Anxiety (PRPSA) scale and the Big Five Inventory (BFI). Percentages, independent sample t-tests, one-way ANOVA, Pearson correlation, and multiple linear regression analyses were conducted to address the study's specific objectives. Results : The analysis revealed that the prevalence of public speaking anxiety was 28.1%. The mean public speaking anxiety scores for female students (M = 54.15, SD = 10.99) were significantly higher than those of male respondents (M = 47.90, SD = 11.04), t(318) = -5.07, p = 0.01. Significant mean differences was reported among students with different year level. A moderate to low negative correlation was observed between the Big Five personality traits and public speaking anxiety, except for agreeableness, which showed a positive correlation. Multiple linear regression analysis indicated that 20.5% of the variance in public speaking anxiety could be explained by personality traits. Conclusion : The findings suggest that the Big Five personality traits significantly correlate with public speaking anxiety. Gender differences were also reported in this study. Thus, special consideration should be given to female students in speaking classes.

Introduction and Objective: Negative body image is one of the most common problems among women and is associated with various psychological disorders such as obsessive-compulsive disorder, anxiety, anorexia nervosa, bulimia nervosa, and depression. This issue appears to be a psycho-social problem; therefore, group psychotherapies may serve as effective treatment methods. Despite its potential suitability, psychodrama has rarely been used in studies addressing negative body image. The present study aimed to investigate the effectiveness of group psychodrama on the modulation of negative body image in a group of girls. Research Methodology: Fifteen girls with negative body image, aged 18 to 22 years, participated in this randomized controlled trial. Participants were randomly assigned to an intervention group (n = 8) and a control group (n = 7). The intervention group attended 12 sessions of group psychodrama, while the control group was placed on a waiting list. The effectiveness of the intervention was evaluated using the Multidimensional Body-Self Relations Questionnaire (MBSRQ). Findings: The findings showed that group psychodrama was significantly effective in modifying the negative body image of the participants. Conclusion: Group psychodrama is effective in moderating negative body image and demonstrates feasibility as a therapeutic method for addressing similar problems.

Objective: This study aimed to explore how narrative reframing functions as a coping and meaning-making mechanism among Taiwanese families experiencing trauma. Methods and Materials: A qualitative research design was adopted using purposive sampling to recruit 26 participants from Taiwan who had directly experienced family trauma, including bereavement, illness, or sudden life disruptions. Semi-structured interviews were conducted until theoretical saturation was reached. Each interview lasted 60–90 minutes, was audio-recorded, and transcribed verbatim. Data were analyzed using thematic analysis facilitated by NVivo 14 software. An inductive coding approach was applied to identify open codes, subcategories, and overarching themes, with constant comparison used to refine findings. Research rigor was ensured through reflexive memo-writing, triangulation of coding among team members, and maintaining an audit trail. Findings: Analysis yielded three overarching themes: (1) Emotional reconstruction through narrative reframing, where participants processed trauma-related emotions, reduced guilt and shame, regulated distress, and cultivated hope; (2) Relational transformation within the family system, including improved communication, redefined roles, conflict resolution, trust rebuilding, and strengthened intergenerational understanding; and (3) Identity and future orientation, where families reframed themselves as survivors, emphasized personal growth, redefined goals and values, and expressed aspirations to transmit resilience across generations. Participants highlighted that narrative reframing enabled them to transform suffering into continuity, strengthen bonds, and situate trauma within cultural and spiritual frameworks that emphasized endurance and meaning. Conclusion: The findings demonstrate that narrative reframing is a powerful coping process in families experiencing trauma, allowing for emotional healing, relational adaptation, and the construction of resilient family identities. This study underscores the importance of integrating narrative approaches into therapeutic interventions to support families in navigating trauma, rebuilding trust, and envisioning hopeful futures.