عاطفه ملاجعفری

The research aimed to study the role of teachers' Burnout (Emotional exhaustion and Decreased personal accomplishment) and the dimensions of teacher-student interactions in students' happiness. The statistical population of the study includes all Yazd teachers and students of elementary schools (sixth grade) in the 2018-2019 academic year. The sample group consisted of 50 teachers (25 men and 25 women) and 350 students (175 boys and 175 girls) selected by stratified random sampling method. The two components of emotional exhaustion and decreased personal accomplishment from the Maslach burnout inventory (1981) were completed by teachers and the students were asked to complete the teacher-student interaction questionnaires by Wabels et al. (1993) and the Oxford happiness questionnaire by Argyle and Lu (1991). Data were analyzed by independent T-test and stepwise multiple regression method. Generally, the results showed that the teachers with lower emotional exhaustion and decreased personal accomplishment have happier students. Among teacher-student interactions dimensions, negative predictors of students' happiness included Dissatisfied and Strict behavior variables, and positive predictors included Leadership and Helping/Friendly behavior.

Storytelling Therapy is a medium of communication between therapist and client. The communication is used as psychotherapy to influence the client to develop himself or herself in a way agreed upon between the therapist and client. Artfully practiced, Storytelling Therapy is difficult to be distinguished from ordinary conversation. More than a fireside chat, Storytelling Therapy draws upon the philosophy of diverse cultures and models of psychotherapy. This method synthesizes into an elegant psychotherapeutic procedure an interaction between client and therapist. This interaction evokes personal and psychological evolution within the client. The carefully crafted story activates the client's unconscious resources. Therapeutic gain is accomplished as the client identifies with the elements in the story and then embraces the desired outcomes. By virtue of this identification and the formation of healing internal visual and mental images, the client understands that things can work out for him or her. The present study aims at investigating the effectiveness of the fiction therapy strategy on decreasing spelling errors of students with spelling disorders in the first and second grades of primary schools in Yazd.
Material and In this study the testing procedure was used and the research population was all the students with spelling disorders in Yazd. After performing the diagnostic test (the Riven intelligence test for children and the Fallahchay’s spelling disorder test and the picture dictation test) by multi–stage cluster sampling, 20 female students with spelling disorders were selected randomly. Then, they were divided randomly into two groups, the experimental group and the control group. The examinees in experimental group were trained through fiction therapy strategy for 12 sessions (60 minutes for every session / twice a week), but the control group did not receive any intervention. The achieved data was analyzed by using the covariance statistical method and the chi–square method.
The data, by using analysis of variance with frequently measurement, were analyzed. The observed measurements analysis shows that there is difference between the two groups in the average pretest and posttest on the control and the follow-up, So that the number of spelling mistakes 11.22 (in the test) to number 4.11 (in the test) is reduced. (p

The writing skill is learned in the hierarchy of children's ability after listening, speaking and reading. Therefore, any problems in other areas such as listening, speaking and reading can have a negative impact on language learning. Over the years, there have been many ways to treat this disorder, including play therapy which has been used in various fields to combat learning disorders. Dysgraphia is a transcription disability, in the sense that it is a writing disorder associated with impaired handwriting, orthographic coding (orthography, the storing process of written words and processing the letters in those words), and finger sequencing (the movement of muscles required to write). A method to improve behavioral disorders of children is play therapy. This is a correct way to treat such children because they often have difficulty in verbal expression of their feelings. Play therapy reduces barriers and helps children to express their feelings better and learn their control skills. It is a structure approach based on therapeutic theory that establishes learning processes, natural and normal communication of children. Play is the key to the health of children and the correct way to treat them. The impact of play on children's academic achievement and its relation with the ability to write and identify letters as well as helping them to have selective attention during learning makes it clearer from educational and therapeutic aspect. Play therapy is a form of counseling or psychotherapy that uses play to communicate with and help people, especially children, to prevent or resolve psychosocial challenges. This is thought to help them towards better social integration, growth and development, emotional modulation, and trauma resolution. The present study aims at investigating the effectiveness of the recreation therapy strategy on decreasing spelling errors of students with spelling disorders in the first and second grades of primary schools in Yazd.
Material and

In this study the testing procedure was used and the research population was all the students with spelling disorders in Yazd. After performing the diagnostic test (the Riven intelligence test for children and the Fallahchay’s spelling disorder test and Diagnostic Test spelling learning disability) by multi–stage cluster sampling, 20 female students with spelling disorders were selected randomly. Then, they were divided randomly into two groups, the experimental group and the control group. The examiners in experimental group were trained through the recreation therapy strategy for 12 sessions (60 minutes for every session / twice a week), but the control group did not receive any intervention. In this study, descriptive and inferential statistical methods were used (correlation coefficient test, paired t-test, variance test and mean).

The results showed that the analysis of variance for repeated sizes of spelling disorder significantly decreased after treatment by play in children of the experimental group than the control group (p