لیلا شکری

Numerous studies have examined the effectiveness of self-differentiation training and the psychological flexibility of mothers with children with attention deficit hyperactivity disorder. However, research on the effectiveness of self-differentiation training on psychological resilience and the feeling of distress of mothers with children with attention deficit hyperactivity disorder has been neglected.

Therefore the present study was conducted aiming to determine effectiveness of teaching self-differentiation on psychological resilience and feeling entrapment in the mothers of the children with ADHD.

It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population included mothers of the children with ADHD in the city of Ahvaz in academic year 2018. The samples included 30 mothers of the children with ADHD who were purposefully selected and randomly replaced into experimental and control groups (each group of 15). The experimental group received teaching self-differentiation (Kazemian and Smaeili, 2012) during ten sessions while the control groups didn’t receive any intervention. Psychological resilience questionnaire (Denis and Vanderwal, 2010), feeling entrapment (Gilbert and Alan, 1998). Teachers’ Conners questionnaire (Brook and Clinton, 2007) were used. Repeated measurement ANOVA test was applied in order to statically analyze the data.

The results showed that teaching self-differentiation has significantly influenced psychological resilience and feeling entrapment in the mothers of the children with ADHD (p< 0/001). Furthermore, the results showed that this teaching was able to significantly maintain its effect in time (p< 0/001).

According to the findings of the present study it can be concluded that teaching self-differentiation using social and emotional techniques can influence psychological resilience and feeling entrapment in the mothers of the children with ADHD. Therefore teaching self-differentiation can be applied as an efficient method in order to improve psychological resilience and decrease feeling entrapment in the mothers of the children with ADHD.

The emergence of chronic physiologic diseases in the people causes their mental health damage. Therefore, the present study aimed to compare emotion cognitive regulation, alexithymia and neuropsychological skills among teenagers with type-1 diabetes and healthy ones.

This was a causal-comparative method. The statistical population included teenagers with type-1 diabetes and healthy ones in the city of Rasht in 2016. The sample size was 100 teenagers with type-1 diabetes and 100 healthy ones who were selected through convenient sampling method. The applied questionnaires included alexithymia questionnaire, emotion cognitive regulation and neuropsychological skills questionnaire. After collecting questionnaires and extracting raw data, the data analysis was done through two-group independent sample t-test.

The results of data analysis showed that there is a significant difference between emotion cognitive regulation, alexithymia and neuropsychological skills among students with type-2 diabetes and healthy ones (p < 0.0001) in a way that the teenagers with type-1 diabetes have lower emotion cognitive regulation and neuropsychological skills and higher alexithymia than healthy ones.

According to the findings, teenagers with type-1 diabetes have lower emotion cognitive regulation and neuropsychological skills and higher alexithymia due to treatment and psychological involvement in their sickness; so, there needs to use treatments related to these components such as mindfulness and acceptance and commitment treatment to improve them.

Present study was conducted aiming to investigate the effectiveness of unified trans-diagnostic treatment on emotion’s cognitive regulation and cognitive empathy of the students with externalized behavior disorder.

It was a quasi-experimental study with pretest, posttest and control group design. The statistical population included all male first grade high school students with externalized behavioral disorder in the town of Bookan in academic year 2017-2018. 30 male students with externalized behavioral disorder were purposefully selected and randomly placed into experiment and control groups. The experiment group received ten seventy-five-minute sessions of interventions during two-and-a-half months while the control groups didn’t receive any intervention during doing the process. The applied questionnaires included Children and Adolescents Behavioral Inventory Questionnaire (Achenbach and Rescorla, 2001), Emotion Regulation Questionnaire (Gross and John, 2003) and Cognitive and Affective Empathy Questionnaire (Jolliffe and Farrington, 2006). The data gathered were analyzed via SPSS24 through ANCOVA method.

The results showed that unified trans-diagnostic treatment has significantly influenced emotion’s cognitive regulation and cognitive empathy of the students with externalized behavior disorder (p<0.001). The degree of the effect of unified trans-diagnostic treatment on emotion cognitive regulation and cognitive empathy of the students with externalized behavior disorder was 72% and 67% respectively.

According to the findings of the present study, it can be concluded that unified trans-diagnostic treatment can be applied as an efficient treatment to improve emotion’s cognitive regulation and cognitive empathy of the students with externalized behavior disorder.

The present study was conducted aiming to determine the effectiveness of teaching social-emotional competence on social skills and psychological capitals in the students with Oppositional defiant disorder. This research was a quasi-experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population included adolescent with oppositional defiant disorder (ODD) studying at first grade of high schools in the City of Ahvaz in academic year 2017-18. The samples included 30 adolescents with ODD who were selected using purposeful sampling method and randomly placed into experiment and control groups (each group of 15). The experiment group received social-emotional competence teaching during nine months while the control groups didn’t receive any intervention. Gersham and Eliot’s Social Skills Questionnaire (1999), Lotanz and Olio’s Psychological Capital (2007) and Gado and Sprafkin’s, Children and Adolescents Mental Health Questionnaire (1994) were used. Repeated measurement ANOVA test was applied in order to statically analyze the data.  The results showed that teaching social-emotional competence has significantly influenced social skills and psychological capitals of the students with ODD (p<0.001). Furthermore, the results showed that this therapy was able to significantly maintain its effect in time (p<0.001). According to the findings of the present study, it can be concluded that teaching social-emotional competence using social and emotional techniques can influence social skills and psychological capitals of the students with ODD. Therefore, teaching social-emotional competence can be applied as an efficient therapy in order to improve social skills and psychological capitals of the students with ODD.