Showing 9 results for Children.
Maryam Jamshidi Sianaki, Mohammad Ali Mazaheri, Ali Zadeh Mohammadi,
year 5, Issue 1 (6-2016)
Abstract
Grieving following the death of loved ones is a natural and necessary process. Many people experience it and grief symptoms of most people recover over time, but a group of people haven’t skills and abilities that are needed to solve the mourning process, which could be source of many psychological problems. Bereaved children are vulnerable group and they are at risk of social and psychological damage. Although many symptoms that occur immediately after the death of loved person gradually reduce after 6 to 12 months, but the difficulties of some children continue, so this children require clinical intervention. This article presents diagnosis and treatment of prolonged grief symptoms in children. For this purpose the characteristics of normal and abnormal grief in childhood and factors that influence how children react to loss have been explained and then conducted interventions and research in this area have been indicated.
Mrs Hanieyeh Zeraatkar, Dr Robabeh Noury,
year 8, Issue 4 (7-2019)
Abstract
Objective: The purpose of this research was to compare the effectiveness of teaching problem solving through stories and teaching according to Dzurilla and Nezu (2007) method on the adolescent boys‘s MEPS scores. .Methods: this research includes 36 students. They randomly assigned in to three groups: control group, teaching problem solving through stories and teaching problem solving according to Dzurilla and Nezu (2007) method. The intervention program for experimental groups included 10 group and 60-minute sessions. We used Means- Ends test (1981) for measuring problem solving skill and covariance and Tukey tests for analyzing data. Results: The results showed that both 2 Methods of teaching problem solving were effective on the increasing of problem solving skill in comparison to control group, but the adolescents who participate in teaching problem solving through stories classes and the ones who participate in teaching problem solving according Dzurilla and Nezu (2007) method, both report the same level of problem solving skill according to MEPS. So teaching problem solving through stories was the same effective as teaching it according to Dzurilla and Nezu (2007) method on aggressive boys ‘s MEPS scores.
Dr Majid Baradaran, Maryam Musapour Shyrjupusht, Mareya Rasuoly,
year 8, Issue 7 (9-2019)
Abstract
The main purpose of this study is to compare stress, anxiety, depression and cognitive flexibility in veterans and non-veteran children in 2017. This is a causal-comparative study. To do this, 136 people (68 veteran children and 68 non-veteran children) from Rasht city were examined by available method. Groups were matched in terms of demographic characteristics (age, gender, and education). All of them responded to the Lovibond DASS21 questionnaires (1995) and Dennis & Vander Wal Cognitive Flexibility Inventory (2010). Data were examined by multivariate analysis of variance (MANOVA) with spss23 software. The research findings showed that there was a significant difference between veterans and non-veteran children regarding stress and cognitive flexibility, and there was no statistically significant difference between the two groups in terms of anxiety and depression. On this basis, it is possible to generally point out the importance of father's role in mental health and the personality of children. In particular, it can be said that veterans' children incur more pressure and are more vulnerable according to their living conditions. Hence, the counseling measures and empowerment of the study group will be necessary.
Shahab Moradi, Elahe Akhani,
year 8, Issue 11 (1-2020)
Abstract
The aim of this study is the comparison of psychological disorders among the children of divorce and their typical peers through a comparative research method. The statistical society was all the children of divorce and their typical peers across the city of Semnan. The sample community consisted of 118 children with divorced parents and 223 children living with their parents (typical peers). All participants completed the questionnaires designed due to the Achenbach Child Behavior Problems Checklist for the children of 4 to 16 years old. Data analysis performed by Multivariable Analyze of Variance. The findings show that the children of divorce significantly suffer more psychological disorders such as anxiety, seclusiveness, social problems, thought problems and attention problems than others. According to the results divorce of parents could be considered as the main risk factor in the development or amplification of psychological and behavioural disorders among children. So, it is vital to pay attention to the children of divorce and can prevent some other difficulties in their future.
Rana Azad, Dr. Seyyed Ali Aleyasin,
year 12, Issue 5 (8-2023)
Abstract
The current research aimed to determine the effectiveness of positive psychotherapy on the psychological well-being, resilience, and meaning of life of mothers of mentally retarded children. The present research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population in this research was all mothers with mentally retarded children in the Sai Noor rehabilitation center of Saveh City in 2022, among them 24 people, 12 people in the control group and 12 people in the experimental group were selected through the available sampling method. They were randomly placed in two groups. To collect data, questionnaires of demographic characteristics, psychological well-being of Reif (PWB) (1989), resilience questionnaire of Connor and Davidson (CD_RSC) (2003), and meaning of life questionnaire (MLQ) (2006) were used. To analyze the data, the multivariate covariance test (MANCOVA) was used. The findings of the research showed that by controlling the pre-test effect between the post-test mean of psychological well-being, resilience, and meaning of life in two groups. There was a significant difference between test and control at the level of 0.05. As a result, positive psychotherapy can be considered as an effective intervention for mothers of mentally retarded children.
Razieh Nezamzadeh Ejieh, Hamid Taher Neshatdoost, Mahgol Tavakkoli,
year 12, Issue 12 (2-2024)
Abstract
This study aimed to determine the effectiveness of computerized cognitive rehabilitation in improving executive functions and the specification of autobiographical memory in preterm preschool children. The research employed a semi-experimental design with a pre-test-post-test and a control group. The statistical population for this research comprised preterm children in Isfahan city in 1400, from which 20 preterm boys and girls (born at less than 37 weeks of pregnancy) were randomly selected into two experimental and control groups. The research questionnaires included the Autobiographical Memory Task-Preschool Version (AMT-PV, Nuttall et al., 2014), School of Shapes (SST, Espey, 1997), and Brian's mental game. Computerized cognitive rehabilitation involved 25 training sessions lasting 30-45 minutes each (four sessions per week). Data were analyzed using multivariate analysis of covariance. The results, after controlling for the pre-test effect, indicated a significant difference in the post-test averages of working memory, response inhibition, cognitive flexibility, and the specification of autobiographical memory in the two experimental and control groups (p<0.05). In conclusion, computerized cognitive rehabilitation was found to effectively improve the executive functions and specification of autobiographical memory in preterm preschool children.
Dr. Alireza Sharifi Ardani, Fatemeh Ghahvehchi-Alhosseini, Faezeh Amirseifadini, Mohammad Sadegh Moosavi Nezhad, Sarang Salimi Sabet,
year 13, Issue 2 (4-2024)
Abstract
This study aimed to investigate the mediating role of emotion regulation in the relationship between parents' character strengths and children's social skills. The research method was descriptive-correlation based on structural equation modeling. The statistical population was the parents of primary school students in Yazd city in the academic year 2021-2022. The sample size was 300 people and they were selected by the multi-stage cluster sampling method, and finally, 286 people completed the questionnaires. Research measurements included the Social Skills Rating System (SSRS) (Gresham & Elliott 1990), the Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004), and the Brief Strength Test (BST) (Peterson and Seligman, 2004). The partial least square method (PLS-SEM) was used to analyze the data. The results showed that the direct path of parents' character strengths to emotional regulation (p=0.001) and children's social skills (p=0.001) is positively significant, and the path of parents’ emotional regulation to children's social skills (p=0.001) is positively significant. The findings showed that the indirect path of character strengths to social skills due to the mediating role of emotional regulation is positively significant (p=0.002). According to the results of parents' character strengths, considering the mediating role of emotional regulation, it can explain children's social skills.
Zeynab Mahrouyan Khoshkebejary, Fatemeh Pooragha Roodbardeh,
year 13, Issue 2 (4-2024)
Abstract
The present study was conducted to determine the effectiveness of group training in moral intelligence through reading stories on children's behavioral problems and social competence. The method of this research was semi-experimental and a pre-test-post-test research design with a control group. The statistical population included all 346 female students of the fourth grade of Kochesfhan City in the academic year of 2022-2023, of which a sample of 48 qualified volunteers was selected by sampling available and They were randomly placed in two groups of 24 people. Both groups completed the Questionnaires of Behavioral Problems (QBP) by Quay and Patterson (1987) and Social Competence (SCQ) by Fellner & et al (1990). The experimental group was subjected to the moral intelligence training protocol (MITP) by Frank and Burba (2014) for 12 sessions (50 minutes each session). The data was analyzed using multivariate covariance analysis method. The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and social competence of children in the two groups at the 0.001 level. Therefore, to reduce behavioral problems and increase social competence in children it is effective to use the intervention of teaching moral intelligence in the way of reading stories.
Parisa Kiani, Dr. Seyed Ali Aleyasin,
year 13, Issue 6 (8-2024)
Abstract
The present study aimed to determine the effectiveness of child-centered play therapy on behavioral problems and cognitive regulation of emotion in children with anxiety disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the study included all children aged 6 to 9 years with symptoms of anxiety disorders in Feridoonkanar city in 1401, from which 75 children were selected by available sampling. Then, among these children, 30 children who had the highest score on the anxiety scale were randomly placed in two groups (15 people in the experimental group and 15 people in the control group). The measurement tools included Spence et al.'s Preschool Anxiety Scale (PAS, 2001), Rutter et al.'s Behavioral Problem Scale (BPS, 1967), and Gross & John Emotion Regulation Questionnaire (CERQ, 2003). The experimental group underwent the child-centered play therapy intervention of Landreth (1993) during eight 45-minute sessions twice a week. Multivariate covariance analysis was used to analyze the data. The results of multivariate covariance analysis showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and cognitive regulation of emotion in the two experimental and control groups at the p<0.05 level. As a result, child-centered play therapy can be used as an efficient method in improving behavioral problems and cognitive regulation of emotions in children with anxiety disorders.
