en تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Objective:</span></span></span></b><b> </b><span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">This study aimed to evaluate the effectiveness of emotion regulation training on depression and emotion regulation strategies of pediatric type I diabetes.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Materials and Methods</span></span></span></b><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">:</span></span></span></b> <span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">The study used a quasi-experimental approach that included pre-and post-test assessments to compare the experimental and control groups. The University of Medical Sciences in Shiraz, provided services to a total of 30 patients. Patients were chosen using purposive sampling and were randomly allocated to either the experimental group (n=15) or the control group (n=15) Pediatric types I diabetes. The Beck Depression Inventory (BDI-II) and the Gross and John Emotion Regulation Questionnaire were used to collecting data. The experimental group got eight training sessions on depression and emotional regulation (once a week for two months), whereas the control group got no instruction. The data was analyzed using an analysis of covariance by SPSS.23.<b><i></i></b></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results:</span></span></b> <span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">The mean (&plusmn;SD) of age in the experimental group and control groups were determined to be 14.60 (&plusmn;0.88) and 14.46 (&plusmn;073) years, respectively. According to the results, emotion regulation training had a significant effect in decreasing depression and increasing the adaptive emotional regulation strategies in students (</span></span><i><span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">P</span></span></i><b><i><span dir="RTL" lang="FA" style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">></span></span></i></b> <span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">0.001).</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">Conclusion</span></span></span></b><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">:</span></span></span></b> <span style="font-size:10.5pt"><span new="" roman="" style="font-family:" times="">Emotion regulation training might be a useful strategy for improving emotion regulation difficulties in patients with type I diabetes, according to the findings of this investigation, although the efficacy of emotion regulation training was not approved in this investigation due to a lack of intervention factors.</span></span><b><i><span dir="RTL" style="font-size:10.5pt"><span style="font-family:"Times New Roman","serif""></span></span></i></b></span></span></span></span><br> <br> &nbsp; Emotion regulation, Strategies, Depression, Pediatric, Type I diabetes 62 68 http://ijdo.ssu.ac.ir/browse.php?a_code=A-10-30-341&slc_lang=en&sid=1 Mina Shafakhah 0000-0003-2466-2124 No M.Sc. in Clinical Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Sima Bijan 0000-0002-3338-0113 Yes M.Sc. in Clinical Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.