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Abstract
Background and Purpose: The purpose of this study was to investigate the effectiveness of stress
immunization training on social emotional competence and impulsivity of students with behavioral disorders.
Method: The research method was semi-experimental with a pre-test and post-test design with a control
group. The statistical population of this research consisted of all male students aged 13-15 in the first
secondary school with behavioral disorders in Birjand city in the academic year of 2021-2022. Among the
statistical population, 28 students with behavioral disorders were selected by available sampling method,
and all of them were randomly assigned in the form of two experimental (14 people) and control (14 people)
groups. The experimental group was trained for 8 sessions 1-hour on immunity against stress. In order
to collect research data, Barat's Impulsivity Questionnaire, Zhou et al.'s Emotional-Social Competence
Questionnaire (2012) and Rater's Behavioral Disorders (Teacher's Scale) were used. Research data were
analyzed using univariate and multivariate analysis of covariance.
Results: The results of the analysis of research findings showed that stress immunization training is
effective in improving social emotional competence and reducing impulsivity of students with behavioral
disorders (p<0.01).
Conclusion: According to the results obtained from this research, it can be said that one of the useful
educational approaches to improve social emotional competence and reduce impulsivity of students with
behavioral disorders is stress immunization training.
 

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Abstract
Background and purpose: Specific learning disorders are among the problems that have long been the
focus of child psychologists and specialists. Children with specific learning disabilities, despite their normal
intelligence, are unable to make academic progress in reading, writing, and mathematics. The purpose of
this research was to investigate the effectiveness of group-based positive thinking training on academic
motivation and academic vitality of students with special learning disabilities.
Method: This research was a semi-experimental with a pre-test-post-test design with a control group.
The statistical population of the research included all the male students of the first secondary school with
a specific learning disorder who referred to the learning disorders center in Birjand city in the academic
year of 2022-2023. Among the statistical population, 30 male students with special learning disorder were
selected by available sampling method and randomly assigned to two experimental groups (15) and control
group (15). The experimental group was trained for 10 sessions of 60 minutes. In order to collect research
data, Harter's academic motivation questionnaire, Hossein Chari and Dehghanizadeh's academic vitality
questionnaire and positive thinking training were used. The research data were analyzed using multivariate
and univariate analysis of covariance.
Findings: The results of the analysis of research hypotheses showed that group-based positive thinking
training is effective on academic motivation and its components (intrinsic and extrinsic motivation) and
academic vitality of students with specific learning disorders (p<0.005).
Conclusion: According to the findings of this research, it can be said that one of the useful teaching
approaches to increase the academic motivation and academic vitality of students with special learning
disabilities is teaching positive thinking in a group way.