فهرست مطالب امیر قمرانی

Separation anxiety disorder is one of the most common psychological disorders in childhood. Parenting styles and parental anxiety are among the important risk factors that have been identified for the occurrence of separation anxiety disorder. A review of the research background shows that despite conducting various studies in Iran on the effectiveness of art therapy, especially painting, on reducing children's separation anxiety, There is a research gap regarding the effect of the combination of painting and parent-child interaction on children's separation anxiety.

The present study was conducted with the aim of investigating the efficacy of interactive painting methods based on parent-child relationship on the symptoms of separation anxiety disorder in 6-8 year old children.

The current research design was a semi-experimental pre-test-post-test type with a control group and a three-month follow-up. The statistical population of this research included all 6-8 year old children with separation anxiety disorder in Isfahan city in the academic year of 2021-2022, who were enrolled in pre-primary centers and elementary School in Isfahan city. In order to select a statistical sample, in the first step, the Separation Anxiety Assessment Scale (Parent Version) was administered on 100 parents of children aged 6 to 8 years, and children with separation anxiety disorder were identified, And then 16 parents of children with separation anxiety disorder and their children were identified and randomly assigned to two experimental (8 people) and control (8 people) groups, the educational-therapeutic protocol was held in 13 sessions of 45 minutes (one session each week) for the members of the experimental group. The data collection tool in this study was the parents' version of Separation Anxiety Assessment Scale (Hahn et al., 2003). Also, to analyze the data in the present study, the method of analysis of variance with repeated measurements and SPSS-23 software was used.

The findings of the present study showed that interactive painting methods based on parent-child relationship reduce the symptoms of separation anxiety disorder and its components (fear of being alone, fear of abandonment, fear of physical illness and worry about calamitous events) It has an effective and significant effect on children aged 6-8 years (P<0.05) and the effect of this training has continued in the follow-up phase.

Considering the confirmation of the efficacy of interactive drawing methods based on parent-child relationship on reducing separation anxiety disorder in 6-8 year old children in the present study, it is suggested, School counselors and specialized child counseling centers should use this educational-therapeutic method to reduce the symptoms of separation anxiety disorder in children. Also, in terms of the importance of parent-child interaction, the aforementioned educational-therapeutic program can be used to strengthen the parent-child relationship in the family.

The objective of this study was to investigate the impact of an educational program that was based on the theory of planned behavior on the stress, sensation of being trapped, and lack of pleasure experienced by mothers with mental disabilities. The present research design was quasi-experimental, with a control group that underwent pre-test-post-test. The statistical population of the study comprised all mothers with children who had mental disabilities in Isfahan. In 2021, 30 individuals were selected using the convenience sampling method and subsequently assigned to two experimental and control groups, with 15 individuals in each group. The experimental group was subjected to a training program that was based on the theory of planned behavior. This program consisted of 11 90-minute sessions that were conducted twice a week. In contrast, the control group did not receive any training. The Abidin Parenting Stress Inex (PSI), the Gilbert and Allan Feelings of Involvement Scale (EFS), and the Snaith and Hamilton Lack of Pleasure Scale (LPS) were the research instruments utilized. SPSS-26 was employed to analyze the data through covariance analysis. The multivariate analysis of covariance revealed that an educational program based on the theory of planned behavior is effective in reducing parental stress, the feeling of trapped, and the absence of pleasure, as well as their related dimensions. (P <0.05). The psychological state of mothers with mentally disabled children has been positively and effectively impacted by the educational program that is based on the theory of planned behavior. Therefore, this program can be implemented by this particular cohort of mothers in order to enhance their psychological well-being.

Studies have shown that the Syrian war has significantly impacted the mental health of children, leading to increased levels of stress and anxiety. Various studies indicate that stress and anxiety levels can be modified using art therapy and psychological interventions. However, the utilization of art therapy grounded in psychological interventions for addressing the repercussions of war on Syrian children remains underexplored.

This research aimed to investigate the effectiveness of an art therapy intervention based on the coping cat program in reducing the fear of failure in children affected by the Syrian war and experiencing secondary traumatic stress (STS).

The current study utilized a semi-experimental design with pre-test, post-test, and follow-up (3 months) measurements, involving a sample of Syrian children aged 10–12 exposed to the war. From this population, 153 children who had relocated to the city of Salamieh due to the war were assessed using the Secondary Traumatic Stress Scale (Bride et al., 2004). Out of these, 44 children with higher symptom scores were selected, and, based on entry and exit criteria, 20 of them were randomly assigned to two groups of 10 children: the experimental group (Expressive Art Therapy) and the control group. The art therapy intervention sessions used the Art Therapy Based on Coping Cat Program (Kalthom et al., 2023), and data was collected using the Performance Failure Apprehension Inventory (PFAI) questionnaire (Conrow et al., 2002). Data analysis was performed using repeated measures analysis of variance and the SPSS 26 software.

The result of this research demonstrated that art therapy based on Coping Cat Program significantly reduced fear of failure and its dimensions (fear of experiencing shame and embarrassment, fear of loss of self-esteem, fear of an unknown future, fear of losing the love of important people, and fear of upsetting important people) in Syrian children (p< 0.05).

Based on the obtained results, it can be concluded that art therapy based on Coping Cat Program can reduce the levels of fear of failure and its sub-dimensions in children affected by the war, and it is recommended to replicate the experiment with a larger sample of war-affected children for further validation.

The present study was conducted with the aim of investigating the effect of spiritual cognitive behavioral education on the hope of children raised in families with emotional divorce; The research method is a semi-experimental pre-test-post-test type with a control group. The statistical population included 15-18-year-old female students who have families with emotional divorce; 30 participants who met the entry and exit criteria in this research were selected and randomly replaced in the experimental and control groups by the available sampling method. The data collection tool included Omid Snyder's questionnaire and Gutman's Emotional Divorce Questionnaire. The experimental group underwent spiritual cognitive behavioral training for 8 sessions and each session lasted 45 minutes, and the control group was on the waiting list during this time and did not receive any training.The results were analyzed by covariance analysis. The results showed the effect of spiritual cognitive-behavioral education on hope and its components (agent thinking, transitory thinking, total thinking) in children raised in families with emotional divorce. (p≤0.05). In general, based on the findings of this research, cognitive behavioral spiritual education can be emphasized to increase the hope of children of emotional divorce.

Psychological disorders have a significant impact on the global burden of disease, making it essential to identify and evaluate the effectiveness of non-invasive psychological interventions. This research aims to provide a comprehensive and systematic review of the efficacy of interventions based on polyvagal theory, a type of non-invasive neurobiological intervention for psychological disorders. 

Relevant studies from 1994 to 2023 were searched using reputable scientific databases and relevant keywords. Nine high-quality studies were selected based on the PRISMA statement. Data analysis was performed using the third version of Comprehensive Meta-Analysis software, yielding 26 effect sizes. 

The results showed a combined effect size of 0.26, which was statistically significant at the 0.001 level. According to Cohen's interpretation of effect size, this indicates a medium effect size. In other words, interventions based on polyvagal theory can play a significant role in reducing psychological disorders. The meta-analysis results demonstrated high statistical validity, and there was no evidence of publication bias, enhancing the reliability of the results. 

Interventions based on polyvagal theory can have a significant role in the treatment of psychological disorders. It is recommended that therapists and specialists utilize them in their treatment protocols.

The present study evaluates the effectiveness of a spillover intervention on the developmental assets and externalized behavioral issues of children in the city of Isfahan. Employing a quasi-experimental design encompassing pretest, posttest, and follow-up phases, the study selected thirty mothers of 10-13-year-old students exhibiting externalized behavioral problems in Isfahan through convenience sampling, allocating them into experimental and control groups. The experimental cohort participated in eight 90-minute sessions of the spillover intervention, while the control group received no intervention. Research instruments included Achenbach’s Child Behavior Checklist-Parent Form (CBCL) and developmental asset profiles (DAP). Data analysis utilized univariate and multivariate analysis of covariance (ANCOVA) tests conducted via SPSS 26 software. The results indicate that while the effect of the group on internal developmental assets is insignificant, the effects of time and time-group interaction are significant (P≤0.05). Similarly, for external developmental assets, the group effect is insignificant, with significant effects observed for time and time-group interaction (P≤0.05). In terms of total developmental assets, all factors—group, time, and time-group interaction—are significant (P≤0.05). Concerning total scores of externalized behavioral problems and the aggressive behavior component, significant effects are noted for time, group, and time-group interaction (P≤0.05). However, for law-breaking behavior, the effects of group and time-group interaction are significant, while the effect of time is insignificant (P≤0.05). Moreover, these results are consistent during the follow-up phase (α=0.05). Based on the findings, it can be concluded that spillover intervention yields consequences and holds educational and psychological implications for mothers of students exhibiting externalized behavioral problems.

Benevolence as a human deed is influenced by the desires, mindsets, experiences, and psychological states of people. Various psychological states can affect benevolence like all human behaviors and perceptions. Benevolence is not limited to giving to individuals, but also includes giving to all living things, and is considered a moral and human responsibility beyond a Sharia duty (Ayyari and Mousapour, 2023). Since the benefits of benevolence are evident in society, the importance of developing a benevolent society through the development of benevolence in children and paying attention to the early stages of the transformation of benevolence in people including childhood is obvious. Good deeds are also very effective in the psychological development of children, and children benefit from good deeds like adults. Research shows that benevolence in each provider (child and adult) is associated with increased attributes of gratitude. Benevolence towards peers significantly increases the self-esteem of the child (Hu, et al., 2023). The experience of the researchers of the present study in teaching and clinical work with children, as well as the importance and value of philanthropy in the psychological transformation of individuals and the moral development of society, led to questions about the impact of a psychological condition such as Attention Deficit/Hyperactivity on children's perception of the concept of philanthropy; Therefore, this research seeks to understand how symptoms of Attention-Deficit/Hyperactivity Disorder affect children's perception of philanthropy.

The present research project is a qualitative analysis of the inductive content. The research participants were 10 children aged 6 to 12 with Attention Deficit/Hyperactivity Disorder in Isfahan. Sampling was done in a non-random manner (targeted sampling) based on information saturation. The technique of this study was a semi-structured interview type. For the preparation of Interview Questions, a review of the research literature and a consultation with the professors was carried out. The data was collected, recorded, and coded in three months and classified into main and sub-themes. The data analysis method was a thematic analysis based on Brown and Clark's 6-step model including 1) familiarity with data, 2) encoding, 3) searching for subjects, 4) reviewing subjects, 5) defining and naming subjects, and 6) writing an analysis report. Four indicators of Guba and Lincoln credit, namely validation, verifiability, reliability, and transferability, were used to ensure validity and reliability. To increase the validity of the findings, long-term involvement with interviewees (4 months) was considered.

The findings are in the form of 5 main themes (the concept of benevolence, the characteristics of benevolent people, the person's perception of his own benevolence, the person's perception of the benevolence of others and the identity of stakeholders) and 17 sub-themes (objective-general conceptualization of benevolence, the incompetence of benevolence from similar concepts, the obligatory perception of the nature of benevolence, the paradoxical conceptualization of benevolence, the lack of perception of the concept of hypocrisy in benevolence, the lack of attention to the elements that encourage benevolence in the media, understanding benevolence as a construct of positive human traits, self-centeredness in judging the characteristics of benevolent people, contradiction in the formulation of the characteristics of benevolent people, impulsive measurement of your benevolence, limited processing of your emotions and stakeholder during doing good deed, interpreting the good deeds of others in my halo, not understanding good deeds as a purely human act, the combination of the beloved and the benefactor, the projection of their own inner-psychological reality in the choice of stakeholder identity, the paradox in the definition of the benefactor, the objective and general definition of the benefactor) that represent the participants ' perceptions of the benefactor.

The present study was designed to explore the perceptions of children with Attention Deficit/Hyperactivity from charity. Understanding the perceptions of these children is important as in Iran, the topic of charity has recently been scientifically examined and is doubled in importance by considering the very small number of research on charity in children. The results of this study, as any other qualitative study that has an exploratory nature, obtained innovative findings. The theoretical importance of the research findings is debatable from the perspective of psychological theories and philanthropy.
Other theories that can be cited in the explanation of the research findings are special theories of benevolence, such as the model of expanded interest and consequential social preferences (Moghadam and Esmaili, 2023). Citing the assumptions of these theories, it is expected that the perception of children with Attention Deficit/Hyperactivity towards the paradoxical conceptualization of benevolence and the obligatory perception of the nature of benevolence (not seeing other intentions in a benevolent process) and judging the characteristics of benevolent people and the identity of stakeholders will be formed based on the personal and inner preferences of the child.
Overall, the results of this study helped to further understand the mental world of children with Attention Deficit/ Hyperactivity from the category of charity. However, conducting and repeating studies that examine this conceptualization and perceptions in children with other cognitive and sensory impairments, IQ impairment, as well as uninjured children can allow for a comprehensive comparison and understanding of children's perceptions of the category of charity.

Academic engagement is one of the important variables considered by educational researchers in order to improve the academic quality of students. Neurodevelopmental disorders, including attention deficit/hyperactivity disorder and learning disabilities, can affect academic engagement. In this study, the aim was to compare the dimensions of academic engagement in students with and without learning disorders and attention deficit/hyperactivity disorder, considering the gender factor.

The method of research in this study was causal-comparative. The statistical population was all primary school students in Khour and Biabank who were about 896 students (457 girls and 439 boys) in the 2021-2022 academic year the first semester. The sample was 40 normal girl and boy students, 40 girl and boy students with attention-deficit/hyperactivity disorder, and 40 girl and boy students with learning disabilities. The tools used in this study were the Wang, et al questionnaire of academic engagement (SES), Conners scale (CRS) to screen attention deficiency/hyperactivity disorder, and Colorado questionnaire to evaluate learning disorder (CLDQ). Data analysis was done using SPSS24 software and factor analysis of variance (type of student and gender) was used to analyze the data.

The results showed that regarding the total score of academic engagement and its dimensions, there is a different pattern between the two sexes and the type of disorder.

Based on the findings of the study, it is concluded that suffering from attention deficit/ hyperactivity disorder and learning disorder, gender and the interaction of the two have effects on the dimensions of academic engagement. It is suggested that the possibility of learning disorder or attention deficit/hyperactivity disorder should be considered in policies related to increasing students' academic enthusiasm according to gender.

Children’s behavioral problems influence their families considerably. Thus, the present study evaluates the effectiveness of the spillover intervention on the emotional processing and self-concealment of the mothers of children with externalized behavioral problems in Isfahan. The study is quasi-experimental with pretest, posttest, and follow-up phases. Thirty mothers of children with externalized behavioral problems were selected by purposeful and convenience sampling and assigned into two experimental and control groups. The experimental group underwent the spillover intervention in 8 90-minute sessions, and the control group received no treatment. The research instruments included Achenbach’s (2001) Child Behavior Checklist-Parent Form (for screening the sample group), Larsen and Chastain’s (1990) Self-Concealment Scale (SCS), and Baker’s (2010) Emotional Information Processing Questionnaire. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS 26 software. The results revealed that spillover training positively and significantly impacted self-concealment (F = 12/902; P = 0/001) and emotional processing (F = 33/017; P = 0/001) at the significance level of 0/05 (α = 0/05). Besides, the results were constant in the follow-up phase (α = 0/05). According to the findings, spillover training has a significant effect on the self-concealment and emotional processing of mothers of children with externalized behavioral problems. Considering mothers are the main pillars in training their children, this outcome has some educational and psychological implications for the mothers of children with externalized behavioral problems.

This study was conducted to analyze the content of Persian textbooks of elementary school students up to sixth grade in the mental retardation students.

The research method is a descriptive survey of the analysis type. The statistical population of this study is all Persian textbooks from first grade to the sixth grade of elementary school students of mentally retarded students in 2017-2018 using the purposeful sampling method. In this petition, all 8 Persian books of these students were analyzed in terms of words and sentences.

The results of this research show that among the components of the theory of mind in the first grade Persian book, only the components of predicting the behavior of others and the ability to understand and interpret the emotional states of others have been discussed. In the second elementary school Persian book, the components of the ability to understand and interpret the emotional states of others, to predict the behavior of others, and to take into account the mental states of others have been discussed, and in the third elementary school Persian book, the components of the ability to understand and interpret the emotions and emotional experiences of others, predicting the behavior of others, predicting one's behavior, and considering one's mental states have been discussed. In the fourth grade Persian book, predicting the behavior of others, considering the mental states of others and considering one's own mental states and the ability to understand and interpret the emotions and experiences of others are mentioned in the content of the book as components of the theory of mind and in the content of the book In the 5th elementary Persian, the components of predicting one's own behavior, predicting the behavior of others, the ability to understand and interpret the emotions of others, and to consider the mental states of others are mentioned, and finally, in the 6th elementary Persian book, all the components of the theory of mind - although A little - apart from the ability to understand and interpret one's emotional states, it has been addressed.

With the results obtained from the analysis of the content of the Persian books of elementary school students with mental disabilities based on the structure of the theory of mind, it was found that in these books, all the structures of the theory of mind have not been fully addressed in most of the levels, or The limited form has been paid.

Based on an hypothetical structural model of the relationship between personality, organizational indifference, and occupational enthusiasm an accessible group of 239 personnel working at the offices of the provincial department of education in Chaharmahal and Bakhtiari was given three scales and one questionnaire of assumed validity and reliability, to measure originality of personality, triad of dark personality, occupational enthusiasm, and organizational indifference. Analysis of the collected data revealed that originality of personality is both positively and significantly correlated with occupational enthusiasm while this correlation with organizational indifference is negative and significant, while the triad of dark personality is the other way around. The structural model can predict organizational indifference through personalities mediated by occupational enthusiasm. Observed goodness of fit render the model a useful tool for determining organizational indifference among the personnel.

Jasper is a purposeful intervention through play that is used to increase interaction, play, and social communication skills. Therefore, the present study was conducted to investigate the nature and application of Jasper intervention for children with an autism spectrum disorder.

Systematic review was used for the data analysis in the present study. The methodology was also based on the collection, classification, and summarization of the findings of research articles on Jasper in 2020- 2006, derived from the foreign databases including Eric, Ebsco, Google Scholar, Scopus, Science Direct, and PubMed using the keywords: intervention, Jasper, children with autism spectrum disorder and related words. At the initial search, a total number of 70 articles were selected, of which 5 article was excluded due to review, and 3 article was excluded for duplication in several databases, 51 were excluded due to inconsistency with Jasper's intervention and inconsistency with the research topic. Finally, 11 articles were selected to be investigated.

The results showed that Jasper intervention leads to more diversity in play, the beginning of shared attention, and joint engagement of children with autism.

By reviewing the studies, it can be concluded that Jasper's intervention has good flexibility with other interventions, and this flexibility allows Jasper to be easily used in different environments such as inclusion and special education classrooms and daily activities at home. Also, the results showed that Jasper's intervention improves problems of joint attention, play, cognition, language and better interaction with parents.

The purpose of this study was to investigate the effectiveness of the Parental behavior model educational package based on the lived experiences of parents with gifted children on the cognitive ability of pre-school children with moderate intelligence. The research was applied and the experimental method (experimental and control group) was used. The statistical population consisted of all parents with preschool children and their children in Arak from October 2020 to October 2021. 20 parents and their children (9 girls and 11 boys) were randomly selected from a comprehensive preschool center and were divided into two experimental and control groups. Tehran-Stanford-Bineh intelligence scale was used to measure children's cognitive ability. Then the parents of the experimental group received 13 training sessions. At the end, the post-test was administered to all students. The data were analyzed using the statistical model of analysis of covariance and with the SPSS (version 26). The findings showed that the educational package had a positive effect on non-verbal intelligence (F=11/85, P<0/05), verbal intelligence (F=9/93, P<0/05), total intelligence (F=14/12, P<0/05), fluid reasoning (F=10/43, P<0/05), knowledge (F=9/33, P<0/05), quantitative reasoning (F=6/38, P<0/05), visual-spatial processing (F=9/70, P<0/05) and working memory (F=9/26, P<0/05). in the golden age, with parent education and enriching the environment, it is possible to had positive effect on the development of children abilities and its positive consequences.

Childhood fears are one of the most common childhood psychological problems that must be diagnosed and treated in time. The purpose of this research was to compare the effectiveness of play therapy and the Kendall therapy program on the fear of female children.

This research was conducted quasi-experimental with a pre-test, post-test and follow-up plan with a control group. The statistical population of this research included all girls suffering from fear in the first and second grade of elementary school in Isfahan city in 2021-2022. Using a multi-stage random sampling method, 45 people were selected and randomly assigned to three groups of play therapy, therapy program Kendall and the control group were divided. To collect data, Ollandik's children's fear questionnaire (1983) was used and to analyze the data, SPSS-24 software was used with repeated analysis of variance.

The results of the research showed that the overall score of the fear scale in both the game therapy group and the Kendall group decreased significantly in both the post-test and the follow-up phase (P<0.0001), but it seems that the game Treatment is more effective than Kendall's treatment in reducing children's fear.

It can be said that play therapy and Kendall therapy are effective psychotherapies to reduce the fears of female children. Therefore, in order to treat anxiety disorders in children and improve their mental health, mental health professionals can benefit from these treatments, especially play therapy.

The study of intelligence, its theoretical basics, and new theories of it refer to enriching the environment in different ways and its effect on increasing intelligence. in the meantime, the lack of research regarding the education of parents through the native package and its effect on children's intelligence was felt.

The purpose of this study was to investigate the effectiveness of the parenting behavior model educational package based on the lived experiences of parents with gifted children on the verbal profile of preschool children with moderate intelligence.

This applied research was semi-experimental and was done with the help of a pre-test-post-test design with a control group. The population of this research was parents and their children of preschool age in Arak from October 2020 to October 2021. Due to the spread of Corona virus, the research was conducted in a preschool center and parents and their children were divided into two groups of 10 people, experimental and control, with a random sampling method. for gathering the data, the Tehran-Stanford-Binet intelligence scale(Roid, 2000) was used, and then the parents of the experimental group received 13 one-hour online educational sessions. Then the post-test was performed on the preschoolers. The data were analyzed in SPSS version 26 with the help of the univariate covariance analysis model.

The results of data analysis showed that the scores of the experimental group in two intelligences, knowledge and quantitative reasoning, has been significant increase (p<0/05) and it did not have a significant effect on the intelligence of fluid reasoning, visual-spatial processing, and verbal working memory.

Based on the findings of this research, the parental behavior model educational package has increased the scores of knowledge and quantitative reasoning intelligences and it can be used for parenting training.

One of the new educational phenomena at the global level for gifted students is the hybrid homeschooling which emphasizes the increase of parents' involvement in education. The present study was conducted with the aim of analyzing the factors that facilitate the use of hybrid homeschooling model in the Iranian educational system and in order to provide a new approach in the education of gifted students.

This study is exploratory and qualitative in terms of its purpose, and it is of a qualitative type that uses the grounded theory method. The scope of this research included all books and articles (1990-2021) related to parental involvement in education and homeschooling model. The participants in this research were 10 specialists in the field of psychology and educational sciences in Isfahan city in 2022, who were selected by purposeful and theoretical sampling. Data collection and semi-structured interviews were used. Data analysis was done based on Strauss and Corbin (1998) model and three stages of open coding, axial coding and selective coding. In the field of reliability, the method of matching members and pluralism was used, and in the field of verifiability, peer review and feedback were used.

The results of the research show 64 basic concepts, 13 core categories and 3 optional categories under the title of joint responsibility and trust of parents, joint responsibility and trust of students and joint responsibility and trust of teacher and school, which was organized in the form of Facilitating factors. Considering the facilitating factors of the hybrid homeschooling model, it is suggested to pay attention to this educational approach and use it for gifted students in the centralized educational system of Iran.

Motor skills are needed for entering elementary school. They can students have better performance in learning. The present study aims to develop a process-based movement intervention program and evaluate it efficacy on the fundamental motor skills and school readiness of pre-school boys.

This is a quasi-experimental study with a pre-test/post-test/follow-up design. The study population consists of all preschool boys in Isfahan, Iran in 2019-2020. Of these, 30 children with poor motor skills and primary school readiness were selected using a purposive sampling method and randomly divided into experimental and control group. The experimental group received the process-based movement intervention program at 13 sessions. The instruments were Movement Assessment Battery for Children and the Metropolitan Readiness Test. The collected data were analyzed using repeated measures ANOVA.

The process-based movement intervention had a significant effect on the fundamental motor skills (F=32.94, η2= 0.59, P=0001) and school readiness (F= 46.45, η2= 0.62, P=0001) of pre-school boys.

The process-based motor intervention program can improve the fundamental motor skills and primary school readiness of pre-school boys by improving balance, sensory systems, motor coordination, and motor programming.

The aim of this study was to compare religious-spiritual well-being, dark personality and parenting anxiety in mothers with and without children with obsessive-compulsive disorder.

The research design was causal-comparative, and the statistical population included all mothers with and without children with obsessive-compulsive disorder whose children were in the age group of 7 to 16 years in Isfahan city in 2020. A sample of 100 people (50 mothers with children with obsessive-compulsive disorder and 50 mothers without children with obsessive-compulsive disorder) was selected through a targeted and accessible sampling method. Data collection tools included the Maudsley's obsessive-compulsive disorder questionnaire (1977) (for sample group selection), Allport's religious-spiritual orientation (1968), Jonason & Webster's dark personality (Dark Triad) questionnaire (2010), and Abidin's parenting stress questionnaire (1990). Data were analyzed using SPSS-24 and an independent t-test.

The results of this study indicate that in the variables of religious-spiritual well-being, dark personality and their components, mothers without children with obsessive-compulsive disorder have significantly higher scores than mothers with children with obsessive-compulsive disorder. In another result, it can be stated that in parenting anxiety and its components, mothers with children with obsessive-compulsive disorder scored significantly higher than mothers without children with obsessive-compulsive disorder.

The results of this study are effective in explaining the psychological mechanisms of parents with children with obsessive-compulsive disorder and can help therapists and researchers.

The present study aimed to evaluate the effectiveness of Discrete Trial Training on motor imitation skills in a child with high-functioning autism. This study was a case study with A-B-A design. Since the current research was looking for special or unusual cases, the purposeful sampling method was used. The subject was a boy with autism aged 3 years and 3 months in Kermanshah province. The target child received the intervention program for 21 sessions (6 consecutive weeks of one-hour sessions). Also, this study had three follow-up stages, 2 months, 4 months, and 6 months after the last intervention session. Stone, Ousley, and Littleford (2015) used the Movement Imitation Scale (MIS) to measure motor imitation in this study. The data were analyzed using SPSS-22 software, and the percentage of non-overlapping data (PND), percentage of overlapping data (POD), and Cohen's d. The findings showed that the subject had almost constant motor imitation scores at the baseline, which in the last session of the intervention was 0.60 percent recovery (PND), 0.40 percent overlap (POD), and after 2, 4, and 6 months follow-ups the month reached the recovery percentage (PND) of 100%. Also, the effect size using Cohen's d for the subject after the intervention was 1.34, and after 3 follow-up stages, 12.07 was at a high recovery level. Therefore, Discrete Trial Training can be considered by exceptional teachers, psychologists, and related planners.

This study was conducted to compare the effect of Mentalization-based therapy (MBT) and Filial therapy on Interactions of Student with ADHD.

The research method was quasi-experimental with pre-, post-test, and follow-up with the control group. Furthermore, the statistical population was 7- to 9-year-old students with ADHD who were studying in regular schools in the six different districts of Isfahan. To select the sample, however, 42 students were nominated from the students who met the inclusion criteria and randomly divided into three groups: Mentalization-based therapy (n = 14); Filial therapy (n = 14), and control (n = 14).

The results show the parent-child and teacher-student interaction in the experimental groups was significantly improved (P ≤ 0.01). Also, the comparison of mean scores showed that in the parent-child relationship variable, there was no significant difference among Mentalization-based therapy (MBT) and Filial therapy groups (P ≥ 0.01), however, the difference was significant in the teacher-student relationship variable (P ≤ 0.01).

Considering the efficiency of MBT and Filial therapy on Parent-child and teacher-child interactions of children with ADHD, the therapy provides an effective treatment method in Iran.

Child abuse is a sexual deviation and a mental disorder that is widespread in Afghanistan. The used treatment methods only focus on one of the causes of this disorder, and the need for more integrated treatments is felt.

The purpose of the present study was to compare the efficacy of the combined treatment package of child-desiring disorder with cognitive-behavioral therapy on the sexual self-concept of Afghan men.

The current research design is included in the semi-experimental designs of pre-test-post-test-follow-up with a control group and two experimental groups. The statistical population included all Afghan men with child-desiring disorder, 30 of whom were randomly selected into the integrated treatment group (10 people), the cognitive-behavioral therapy group (10 people), and the control group (10 people). 10 people were placed. The measurement tool in this research was Snell's (1995) multifaceted sexual self-concept questionnaire. The participants in the combined therapy group developed by the researcher (therapy based on acceptance and commitment, therapy based on mindfulness, and schema therapy), received the content of the treatment package for pedantic disorder individually during 20 sessions. Also, the participants in the cognitive-behavioral group received training in this treatment during 8 sessions and individually.

The results of the repeated measure analysis showed that both combined therapy and cognitive-behavioral therapy were effective in increasing the positive sexual self-concept scores of the subjects, but the combined therapy of pedantic disorder was more effective (0.05 >P). In addition, only the combined treatment of pedantic disorder was effective in reducing the subjects' negative sexual self-concept scores (P<0.05).

The most important distinguishing feature of the integrated treatment of child-loving disorder compared to cognitive-behavioral therapy was that in the integrated treatment, at the same time as freeing thinking from the constraints of automatic negative habits and accepting these thoughts, the individual's strengths, abilities, and He focused on the real values of the person and examined and treated the root problems of communication and sexual skills. Therefore, the integrated treatment of pedophile disorder should be used to help change incompatible schemas and reduce the symptoms of criminals with pedophile disorder.

The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary school boys studying in Qom city in 2021. From this community, 451 people who were diagnosed with conduct disorder using the Children Symptom inventory (SCI-4) and were willing to cooperate were selected using Convenience Sampling. To collect data, the questionnaire of parenting style, executive functions and Callous–unemotional traits was used. Pearson's correlation coefficient and path analysis tests were used to analyze the data. The results of the correlation matrix showed that there was a significant correlation between the research variables at the level of P>0.01 and P>0.05. Further, the results of the path analysis indicated the significance of the mediating role of executive functions in the relationship between parenting methods and Callous–unemotional traits. In general, the executive functions and parenting methods are two of the main factors for investigating Callous–unemotional traits.

Children with attention deficit hyperactivity disorder (ADHD) are characterized by impulsivity, distraction, and hyperactivity and have high comorbidity with sluggish cognitive tempo. This study aimed to investigate the effect of mentalization-based treatment (MBT) on slow cognitive tempo and clinical symptoms (symptoms) of children with ADHD.

The study method was semi-experimental with pre-test, post-test, and follow-up with a control group design. The statistical population in this study were 7-9 years old students with ADHD studying in public schools in the six districts of Isfahan. To select the sample, 28 mothers of students who met the inclusion criteria were assigned and randomly divided into experimental and control groups (14 students in each group). The research instruments were the sluggish cognitive tempo questionnaire and the connors parent form questionnaire. The sessions of this treatment were 8 sessions of 60 minutes that were presented to the mothers of the experimental group and were not provided to the educational control group. After examining the assumptions of statistical tests, repeated measures analysis of variance was used. Data were analyzed using SPSS software, version 21.

Comparing the experimental group with the control group showed that the SCT and symptoms of ADHD in the experimental group compared to the control group were significantly reduced (P<0.01). Also, the comparison of mean scores showed a significant difference between pre-test and post-test and follow-up scores in both variables. Still, there was no significant difference between post-test and follow-up stage scores. There is a significant difference between the mean scores of SCT and the ADHD symptoms in the experimental and control groups and pre-test, post-test, and follow-up.

Considering the effectiveness of mentalization-based therapy on sluggish cognitive tempo and ADHD symptoms, this approach can be used as an effective treatment method in Iran.

The process of artistic work creation is an experience that leads to human growth and awareness and thus can be considered as a bridge between internal and external experiences of a person who has a therapeutic basis. Art and its connection with the mandala can serve as a bridge of communication with the inner person and help the person through its relaxing state. The mandala can calm the emotions and therefore helps the person to express him/herself deeply and because it is inherently healing, it can be a good medium for communicate with the inside of the person and his/her suppressed feelings, emotions, excitement and repair and to tackle any interfering and vicious cause.   The aim of the present article is to compile an expressive art therapy package based on the mandala pattern and to achieve that, it uses the exploratory research method and approach of expressive art therapy, and uses different types of art, that has been used in this article for reducing loneliness feeling.    Expressive art therapy has been linked to the traditions and cultural precedents of world healing practices because they frequently involve the integration of all the arts. Expressive therapy has been defined as using the arts and their products to foster awareness, encourage emotional growth and to enhance relationships with others through access to imagination; including arts as therapy, arts psychotherapy, and the use of arts for traditional healing; and emphasizing the interrelatedness of the arts in therapy.   About how to compile this package it should be said that first, after examining the consequences of feeling loneliness, fear, sadness, anger, depression, having experience of anxiety and stress, etc. it has been tried to combine the therapeutic feature of art and the adopted art therapy method using expressive art therapy, that used of various art forms such as painting, collage, pottery, music, etc. The implementation of this package in the form of mandala pattern with expressive art therapy approach (which is based on imagination and creativity) was considered to improve the above (loneliness feeling) consequences.   The therapeutic property of the mandala was used as a symbol of self to provide a basis for projecting unconscious mechanisms in symbolic relationships and balance of personality and concentration for the individual. Mandala, which is the best tool for concentration, meditation and mindfulness, as a therapeutic tool can provide insight and awareness, like dream analysis; it also shows the order that so-called imposes itself on psychological chaos. Because in mandala, a person has the opportunity to be creative and can use all of his/her personality and discover him/herself. Finally, mandala causes concentration and relief from stress and anxiety, emptying and refining the mind and calming the person, and helps to empty the mind and its projection, as well as the connection between the unconscious and the conscious in people and with these features, its application in the mentioned package can help the factors and negative consequences of loneliness feeling. In each program, an attempt was made to consider art programs with a variety of types, with the aim of improving the feeling of loneliness and in line with the therapeutic properties of mandala in order to eliminate one of the consequences of loneliness feeling and to be integrated and arranged with the method and approach of art therapy. Finally, with using and combining therapeutic nature of mandala patterns and expressive art therapy, for reducing loneliness feeling, 14 diverse art therapy plans (any plan in one session) was compiled.  As a result, the answer to the research question on how to compile this treatment package and its description will be determined, and to clarify it, three of the schedules will be described:  For example, the plan of the second session, that was called “My Inner World” and its aim was “mental projection”, which has been compiled based on: First, drawing in circle form; because, an important feature of the mandala is helping to empty and project the mind and it is effective in overcoming stress and anxiety (which is a consequence of loneliness feeling). Secondly, due to the simultaneous use of several types of art in the expressive art therapy method, painting in the form of Doodle Art style was used. Because in addition to the expressive and projective nature of color in the release the emotions, the art of doodling as an unconscious stimulus, can be effective in mental cohesion and inner concentration and can subconsciously integrate the scattered elements in the subconscious, which can cause mental fragmentation, with complementary movements on paper, and reduce the scattering of the art work and its internal stimuli and mental associations. This schedule was also done with the method of self-expression in the happy process of inner discovery based on creativity and imagination (which is characteristic of the expressive art therapy approach) and so the rest of the sessions were done in the same way.   The third session, entitled "Me and the Other", was compiled with the aim of increasing communication with the other, overcoming feelings of sadness and anger, and throwing internal issues out and creating self-awareness gained from internal dialogue, and was implemented through the artistic media of painting. In collage and the quilling art, members were first asked to draw a circle and then use their personal photos and magazine photos to think about their relationship and position with others.   The twelfth session was entitled "Creating A Group Mandala" which was created by group interaction programs jointly and improving relationships, creating peace and relief from anxiety and overcoming shyness and withdrawal. Painting media was used alone. Creating a group mandala required a large size of circle  that how to measure it and the layer-by-layer divisions of the inner circle of the mandala were done with the concurrence of the subjects themselves and to draw the mandala, they started from the central point of the mandala, the "Common Starting Point" to its end.   In this research, the person who creates and colors the mandala, talks to him/herself; it means that he/she has an inner discourse with him/her. Mandala coloring can subconsciously improve and regulate the inner discourse by creating awareness; therefore, at this stage, the person has become aware of him/herself of these discourses and gained a clear understanding of the positive and negative aspects of these inner discourses. As a result, the therapeutic properties of mandala can be effective in reducing the consequences of loneliness feeling. Expressive art therapy is also, due to the method of spontaneous self- expression and the variety of art models that can be used in this method and approach, provide different methods for individual expression that can reduce fear and low risk and extreme introversion (consequences of loneliness feeling).   The present study was only about how to compile a mandala-based art therapy package with an art therapy approach to improve the loneliness feeling.   For a case study, it was performed on an experimental group of 10 orphan female teenagers aged 12 to 18 years in Isfahan which according to the statistical results of the relevant test (LACA: Loneliness & Aloneness Scale for Children & Adolescents Questionnaire) before and after the sessions and compared with the control group showed that it has been effective.

he present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on academic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pretest- posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adolescent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress.