منصوره کریمزاده قمصری

One of the challenges in working with children, compared to adults, is that children and adults live in a different world. Children's problems during development are often associated with adults' inability to understand them, respond to their feelings, or their efforts to establish communication. The present study aims to compare the effectiveness of attachment-based play therapy and parent-child relationship-based play therapy on self-criticism and parental self-efficacy.

The current research method is semi-experimental and a pre-test-post-test-follow-up plan (three groups) with two experimental groups and one control group was used to collect data. The statistical population of this research included all the mother-child couples of five to six years old girls and boys with separation anxiety who were registered in preschool centers or kindergartens in the 4th district of Tehran in the academic year of 1402-1401. 45 people were selected by available sampling method and randomly assigned to two experimental groups (15 people in each group) and a control group (15 people). The game experimental group of attachment-based therapy (including therapeutic games, positive parenting using video feedback (Jaffer, Buckermans-Kranberg, & Eisendoorn, 2008), child therapy (Van Fleet, 2005), cycle of security (Marvin, Cooper, Hoffman, & Powell, 2002) ) for 8 sessions of 90 minutes and the experimental group of play therapy based on the parent-child relationship (including the Landrath method based on improving the parent-child relationship and creating empathy and acceptance from the parents for the child, Bratton and others, 2006). Also 10 sessions 2 The tools used in the present study included self-criticism (Thompson and Zaroff, 2004) and parenting self-efficacy (Domka et al., 1996).

Analysis and analysis of the information obtained from the implementation of the questionnaire was done through SPSS-v24 software in two descriptive and inferential sections (variance analysis with repeated measurements). The findings showed that both interventions used in this research can significantly improve self-criticism and parenting self-efficacy of mothers of children with separation anxiety disorder (P<0.05). with the difference that the amount of change in the internal self-criticism component in the attachment-oriented play therapy group decreased more (F=22.60 and P<0.05). compared to play therapy based on parent relationship (F=33.334 and P<0.05).

According to the effectiveness of the interventions, it can be said that by using the special techniques of each intervention, both trainings have been able to improve the self-criticism and parental self-efficacy of mothers of children with separation anxiety disorder.

Learning disorder or learning disability is a general name that includes a wide range of learning problems. A learning disability does not mean a deficiency in intelligence or motivation. The current study examines the psychometric determination of the ELORS scale and its application to diagnose learning deficits in childhood.The current research is a descriptive-survey research. The statistical population included pre-primary children in Tehran. The sample used in this research is 385 people. The required sample was selected using the multi-stage cluster random sampling method. The collection tools were ELORS scale and Colorado learning problems questionnaire. Conventional psychometric tests (Cronbach's alpha, exploratory factor analysis, content validity, confirmatory factor analysis, internal consistency) were used for data analysis. To check the reliability of this test through the internal consistency of the questions and spss-28 software was used.To check the adequacy of sampling, the kmo index value for both questionnaire forms was 0.820 for parents and 0.752 for teachers. To estimate the reliability coefficient of the questionnaire using Cronbach's alpha method, the results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner.The results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner. Therefore, it can be said that this questionnaire has criterion validity.

The present study was carried out with the aim of investigating job burnout and its possible relationship with quality of life, with the mediation of job satisfaction in pre-primary schoolteachersthe descriptive research method was a correlation type, the statistical population of the research included all the teachers of pre-primary schools (4-6) in Joghtai and Javain cities for this purpose, out of 214 pre-primary teachers, 100 people were used through the formula which is used to determine the sample size in multiple regression studies. where m is the number of predictor variables by multi-stage random cluster sampling method. Three job burnout questionnaires by Moslesh (1981), Smith's Job Satisfaction Questionnaire, Kendall Wahlin (1969) and World Health Organization Quality of Life Questionnaire (1996) were evaluated. The results showed that there is a negative and significant relationship between job burnout and quality of life and a negative and significant relationship between job burnout and job satisfaction. Job burnout had an effect on quality of life both directly and indirectly through the mediation of job satisfaction.

Job burnout can directly affect the job satisfaction and quality of life of pre-primary teachers, so it is necessary for planners and policy makers to pay attention to increasing the job satisfaction of teachers on the one hand, and on the other hand, in the field of reducing job burnout and ways to improve it. In its shadow, the quality of life will also improve.

Sleep is one of the basic human needs and plays a significant role in children's health. Its impact on children is often ignored, so the purpose of this study was to determine the relationship between sleep problems and aggression and social skills in preschool children in Yazd city in 1401-401

The descriptive research method was correlation. The statistical population included all pre-school boys and girls aged 5 to 6 years in Yazd city in 56 schools under the supervision of Yazd education center, which were randomly selected using cluster random sampling method from different districts of Yazd city, District 1. was selected and 16 schools (8 boys' schools and 8 girls' schools) were randomly selected from among the 30 schools in district one. Then 192 female students and 192 male students were selected equally. The data were collected using the children's sleep habits questionnaire (parent form) by Owens, Spirito and McGuinen (2000), the preschool aggression questionnaire (parent form) by Vahedi et al. (2007) and Matson's social skills questionnaire (1983). They were collected and analyzed with the statistical method of simple linear regression, simultaneous multiple regression and Z test using SPSS-22 software.

The results of simultaneous multiple regression analysis in the main hypothesis showed that aggression and social skills significantly explain 0.306 of the variance of sleep problems scores. Also, the results of simple linear regression analysis in the first sub-hypothesis indicated that aggression explains 0.313 of the variance of preschool children's sleep problems. In addition, the results of multiple regression analysis in a simultaneous way among the components of aggression, only the physical aggression component could predict 0.438 of the variance of sleep problems scores, but the components of verbal aggression, relational aggression and impulsive aggression The relationship was not significant and these components could not predict sleep problems. In the second sub-hypothesis, the results of simple linear regression analysis showed that 0.277 of the variance of preschool children's social skills is explained by sleep problems, and among the components of social skills, the component of appropriate social behavior, the component Antisocial behavior, and the peer relationship component predicted 0.382 of the variance of preschool children's sleep problem scores. However, the two components of aggression - impulsivity and high self-confidence in having a relationship were not significant and these components were not able to predict sleep problems. And in the third sub-hypothesis, the z-test analysis for comparing the relationship between social skills, aggression and sleep problems of preschool boys and girls showed that there is no significant difference. Thus, there was no difference between the relationship between social skills and aggression with sleep problems in boys and girls.

The results indicate that the importance of paying attention to the sleeping habits of preschool children, especially children who have a background of aggression and lack of appropriate social skills, is highlighted for counselors in schools.