نشریه تعلیم و تربیت استثنایی
سال بیست و یکم شماره 162 (خرداد و تیر 1400)

Internalized problems are problems that are internal in nature and manifest themselves in the form of withdrawal from social interactions, anxiety, and depression. This study investigated the relationship between maternal depressive symptoms and the child’s internalized problems with the mediating role of marital conflict and the quality of maternal care.

The design of the present study is descriptive-correlational. Subjects consisted of 145 mothers who were selected as a convenience sample and answered the questions of the Beck Depression Inventory (BDI-S) questionnaire, the revised form of the Marital Conflict Inventory (MCQ-R), Maternal Care Quality Scale, and Achenbach Child Behavior Inventory-Parents’ Version. For data processing, Pearson correlation, path analysis and mediating effects test were used in Macro Preacher and Hayes.

The results showed that there is a relationship between the depressive symptoms of the mother and the internalized problems of the child, the depressive symptoms of the mother and the quality of maternal care (r = -0.343 and P <0.005), the marital conflict and the internalized problems of the child (0.301 r = and P <0.005) and the quality of maternal care and internalized problems (r = -0.206 and P <0.001). The results also showed that marital conflict has a mediating role in the relationship between maternal depressive symptoms and internalized child problems (0.0001) and the quality of maternal care also plays a mediating role in the relationship between maternal depressive symptoms and internalized child problems (p < 0.0001).

Knowledge and benefit from the results of this study can significantly help to improve the understanding of researchers and clinicians about mother-child relationships and the factors affecting the growth and mental health of children.

Many children’s physical, cognitive, behavioral and emotional disorders are caused by mothers’ emotional disturbances. These mothers show weakness in playing the parental role, which will lead to an increase in behavioral disorders in the child. The aim of the research was to effectiveness of mothers’ mindfulness-based cognitive therapy on externalizing disorder of aggressive children.

This study was an experimental study with a pretest-posttest design with a control group. From the population of female primary school students in Namin city in the academic year of 1997-98 (540 people), a sample of 40 people based on high scores on the aggression scale was selected by multi-stage cluster sampling method and randomly divided into two groups of 20 people (An experimental group and a control group) were replaced. Every student who was selected in this way, his mother was also selected as a sample in the research. Overt and relational Shahim’s Aggression Scale and Achenbach& Rescolar’s Child Behavior Checklist (CBCL). The experimental group received 8 sessions of 2-hour mindfulnessbased cognitive therapy and the control group did not receive any intervention. Univariate and multivariate analysis of covariance (MANCOVA) were used to analyze the data.

The calculated values showed that cognitive therapy based on mothers’ mindfulness has an effect on reducing the externalizing problems of in children (p < 0.05).

According to the results of the study, mindfulness-based cognitive therapy can be considered as effective interventions in reducing externalizing problems in children. Mothers’ mindfulness improves their adaptive performance in awareness and attention to interaction with children, unconditional acceptance without judgment of children’s behaviors and the ability to regulate their reactions to children.

Attention Deficit / Hyperactivity Disorder (ADHD) is one of the most common disorders in children that disrupts the overall adjustment of life. The aim of this study was to compare the effectiveness of group play therapy and painting therapy on anxiety and self-esteem of students with ADHD.

The research was an applied research that was conducted by quasi-experimental method with a pre-test -post-test design with a control group. The statistical population included students with ADHD in educational Districts 1 and 2 of Sanandaj in the academic year of 2019-2020, who were divided into 3 groups of 15 people. The subjects in the first group underwent group play therapy intervention, for a period of 10 sessions. The subjects of the second group also underwent 10 sessions of painting therapy intervention, while the subjects of the control group did not receive any intervention. In this study, Self-esteem Questionnaire (Coopersmith, 1967) and Spence Anxiety Questionnaire (1999) were used to collect data. Univariate analysis of covariance was used to analyze the data.

The results showed that group play therapy had a more effect on reducing anxiety in primary school male students with ADHD than painting-therapy. The findings also showed that group play therapy was effective in increasing self-esteem, but painting therapy was not effective.

According to the obtained results, group play therapy and painting therapy can be used as a treatment method to reduce anxiety and increase self-esteem of primary students with ADHD.

The prevalence of an epidemic can add to the stress of mothers of children with emotional-behavioral disorders; however, some personality traits influence how they deal with stress. The aim of this study was to investigate the relationship between personality traits and of COVID-19 disease in mothers of children with emotional-behavioral disorders

The design of the present study was descriptive-correlational. The statistical population of the study included all parents of children with emotional and behavioral disorders in Rasht in 2021, of which a sample of 202 people were selected by convenience sampling. Neo Personality Questionnaire and anxiety of COVID-19 Questionnaire were used to collect data.

The results of correlation analysis showed that the relationship between personality traits, extraversion, openness, agreeableness and conscientiousness with anxiety of COVID-19 was negative and significant; and the relationship between neuroticism variable and anxiety of COVID-19 was positive and significant. There was also no significant relationship between age and education with anxiety of COVID-19. The results of multivariate regression analysis showed that neuroticism was able to significantly predict 68.4 of anxiety of COVID-19.

According to the results of the present study and the relationship between personality traits and anxiety of COVID-19, providing appropriate strategies and education to parents with neurotic personality, can play an important role in promoting family health, especially children.

Children with emotional-behavioral disorders suffer from disorders in various areas due to psychological trauma. Considering the relationship between executive functions and empathy with parenting and interactive style, this study was conducted to investigate the effectiveness of parentchild interaction therapy on executive actions and empathy of children with behavioral emotional disorders.

The present study is an experimental with A-B-A design. The statistical population was male children with emotional and behavioral disorders in Qazvin province in 2019 and the research sample consisted of 3 male students studying in the first grade of primary school who were diagnosed with a disorder in multidimensional assessment. They were selected by purposive sampling. Therapeutic sessions consisted of 12 sessions of 1 hour per week based on an intervention program parent-child interaction. The research instruments were Achenbach’s Child Behavior Inventory- Parent Form, the College Executive function Questionnaire, and the Children’s Empathy Questionnaire, and Children’s Empathy Questionnaire. After drawing the graph, the effectiveness of the independent variable on the dependent was investigated and analyzed by the method of statistical visual analysis and with the help of the percentage of improvement and the trend of changes.

The results showed that the intervention in all 3 subjects reduced the deficit of executive actions and improved empathy in the intervention and follow-up stages.

This treatment is effective in improving emotional-behavioral disorders as well as promoting empathy and reducing the reducing of executive deficits in those disorders, so it can be used as a complementary method for the main therapies in the field of education and rehabilitation

Positive parenting education and parental management can be effective ways to solve children’s behavioral problems. Meanwhile, the comparison of the effectiveness of these two methods has received less attention. The aim of this study was to compare the effectiveness of positive parenting and parental management on children’s behavioral problems.

The research method was quasi-experimental with pre/test-post/test design with a control group and one-month follow-up. The statistical population included all parents of female students with behavioral problems in primary schools in Tehran in the academic year of 2019-2020, from which 45 parents with children with behavioral problems were selected and randomly assigned in 3 groups of 15 patients (two experimental groups and one control group). The Connors Parent Scale Questionnaire was administered to all three groups in all three stages of the study. Positive parenting training was performed in 8 sessions of 90 minutes and parental management training was performed in 12 sessions of 90 minutes on the experimental groups and the control group did not receive any intervention. Finally, the data were analyzed using multivariate analysis of covariance.

The results of this study showed that there was no significant difference between the two educational methods (P <0.05). This means that positive parenting education and parental management had the same effect on the subscales of children’s behavioral problems, but the difference between the experimental groups and the control group in the subscales of normative behavior disorder (p <0.05, F = 5.07) and hyperactivity-impulsivity (P < 0.05, F = 4.52) are significant.

According to the findings, both positive parenting and parental management methods have the necessary efficiency to reduce children’s behavioral problems. In this regard, the results of the present study indicate that there is no clear difference in the effectiveness of positive parenting and parental management on reducing children’s behavioral problems.

Emotional-Behavioral Problems refers to situations in which a person’s emotional and behavioral responses in school are not compatible with age, ethnic, and cultural norms and provide necessary conditions for social maladaptation, poor self-care, and failure in education, as well as mental disorders in adulthood. The present study was conducted to determine the effectiveness of emotional self-regulation training on empathy level and school engagement in elementary school students with behavioral- emotional problems.

This research was a quasi-experimental study with pre-test-post-test design and control group. The statistical population of the study included all 10102 female elementary school students in Mako. The statistical sample consisted of 30 students who were selected by purposive sampling method and randomly assigned to experimental and control groups. Participants completed the basic empathy questionnaire (BES) and school enthusiasm (SES) questionnaires: pre-test and post-test. The subjects in the experimental group underwent emotional self-regulation training in 8 sessions of 90 minutes and the control group was not exposed to the independent variable. Data analysis was performed using multivariate analysis of covariance in SPSS program.

Data analysis showed that emotional self-regulation training led to significant differences between groups in the level of empathy (P <0.001, F = 11.09) and school engagement (P <0.001, F = 12.11).

According to the findings, it can be concluded that emotional self-regulation training is an effective intervention to improve empathy (emotional and cognitive) and school engagement (behavioral, emotional and cognitive) students with emotional-behavioral problems

Externalizing behavioral disorder are one of the most common childhood psychiatric disorders. Among the psychological components that are affected in these children are executive functions and empathy. Therefore, the aim of this study was to investigate inhibition, response, sustained attention and dimensions of empathy in children with behavioral disorders

The present study is descriptive and causal-comparative. The statistical population included elementary school students (ages 8 to 12 years old) in Tabriz in the academic year of 2019-2020. To collect the data, the Teacher Form Children’s Symptoms Questionnaire, Stroop and Continuous Performance Tests, and the Dods Empathy Scale were used. The results were analyzed by multivariate analysis of variance in SPSS20 software.

The results showed that response inhibition, sustained attention, cold and hot empathy in children with externalized behavioral disorder were less pronounced than in children without disturbances. (F= 40/57, P< 0/05).

It can be concluded that executive functions and empathy in children with externalized behavioral disorders are impaired. Identifying and understanding these factors can help to better understand this disorder and offer different treatment strategies.