فهرست مطالب سوده آقامحمدی

Non Suicidal Self Injury (NSSI), which is identified as intentional injury to the body, is influenced by both proximal and dismal factors. The multiplicity of factors during their developmental period causes their main impact to the predecessor of these people. This study aimed to investigate the proximal risk factors of NSSI, using a qualitative method and thematic analysis. Research data has been collected from semi-structured interviews with 21 young people aged 17 to 29 and analyzed using of MAXQDA software. In order to achieve the goals of the research by using the theme analysis method, the basic themes were extracted from the text of the interviews, then from the combination of these basic themes, 3 overshadowing themes with the titles "Abondened  Self Self" was extracted and at the end “Disgusted self” was extracted from the combination of the above organizing themes with the severely damaged predecessor as an overarching theme. In order to validate the data, the methods of peer review and participant review were used. Based on the findings, the negative view of oneself and in fact the self-image is of particular importance in the occurrence of self-mutilation disorder without suicidal intent.

The purpose of this research was to compare emotion understanding and emotion regulation between children with and without sibling. Research method was casual-comparative and statistic population consisted of 4-6 years old children who were present in kindergartens of Tehran city in 2017. From among them, 60 children were selected through multi-stage cluster sampling and matched based on age and sex. Data collection instruments included “emotion matching task” (Izard, Haskins, Schultz, Trentacosta & King, 2003), “emotion situation production task” (Wang, Hutt, Kulkofsky, McDermott & Wei, 2006) and “emotion regulation checklist” (Shields & Cicchetti, 1997). Data were analyzed using one-way ANOVA. The result showed that children with sibling, scored significantly higher than only children on emotion understanding and its subscales (emotion situation knowledge, expressive emotion knowledge and receptive emotion knowledge) (p<0.05). They also scored significantly lower than only children on “lability/negativity” subscale of “emotion regulation checklist” (p<0.05) which indicates more balanced emotional reactions. The result of this study suggested that growing up with sibling during preschool years provides unique opportunity for improving children emotional competencies.

The Diagnostic and Statistical Manual of Mental Disorders (DSM) has provided a standard language that physicians, scientists, and public health specialists use to communicate about mental disorders. This guideline was revised for the first time in 1986 and its last edition (fifth edition) was published in 2013. The most important modifications in the DSM-5 include the change in font, reexamination of the definition of psychological disorder, the order of categories, considerations for lifetime growth and developmental issues, categorization of disorders with greater emphasis on neuroscience and less emphasis on symptom emergence, differentiation between main diagnosis and the reason for referral, determination of temporary or absolute diagnosis, new categories of other specified and unspecified disorders, tendency toward dimensional evaluation, decrease in diagnosis-centered system, emphasis on cultural issues, emphasis on gender issues, and reexamination of diagnosis criteria. The aim of the present article was a critical, applied, and integrated investigation into these modifications. The new version received the most criticisms regarding extreme medicalization of normal issues. The main controversies regarding this version are related to the definition of some disorders, diagnostic inflation, and inappropriate impact of drug companies. In the final section of the article, the future perspectives of psychological disorder categories are explored. It seems that the Research Domain Criteria (RDoC) Project will play an important role in psychological disorder categorization in the future.