نوراله محمدی

According to general aggression model, it is expected that antisocial and prosocial tendencies can be affected by family-related variables. The present study sought to predict aggression and moral identity based on family cohesion, family communication patterns and family social support. The research design was correlational and the population of the study was comprised of male high school students in Estahban in 2018-19 school year. The sample consisted of 253 individuals who were selected through cluster sampling method. The research instruments included Aggression Questionnaire (Buss & Perry, 1992), Self-Importance of Moral Identity Scale (Aquino & Reed, 2002), Social Support Questionnaire (Vaux et al., 1986), Revised Family Communication Patterns Scale (Koerner et al., 2002), Family Cohesion Questionnaire (Samani, 2002) and Crowne & Marlowe Social Desirability Scale (1982). Data were analyzed via Pearson correlation, partial correlation and multiple regression by SPSS22. Results revealed that conversation orientation as a communication pattern and family cohesion correlated to aggression negatively and to moral identity positively. Furthermore, conformity orientation as another communication pattern and family social support correlated to aggression positively and to moral identity negatively. Family social support, conformity orientation and conversation orientation could account for 71% of variance in aggression. In addition, conversation orientation and family cohesion could account for 13% percent of variance in moral identity. The positive relationship between social support and aggression and its negative association with moral identity was contrary to expectations. Nevertheless, this study has confirmed the role of family variables in aggression and moral identity.

Background &

Learning disability is one of the important constructs in exceptional education. One of the goals of educational systems is to raise the level of students' ability to increase the academic efficiency of learners. According to the Statistical Manual of Mental Disorders, a learning disability has been renamed to a specific learning disability, and reading disorder, writing disorder, and math disorder, each of which was once a distinct and independent disorder, are now considered to specify a specific learning disorder. A neurodevelopmental disorder in children that is caused by genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; in a way that lasts at least 6 months. This disorder leads to problems in learning and using academic skills in the form of carelessness, poor comprehension, slow reading, difficulty in spelling, problems in written expression, problems in mastering the meaning of numbers or calculations, and problems in mathematical reasoning. These problems are not related to mental retardation, developmental delay, uncorrected vision or hearing problems, or motor or neurological disorders, they are specifically meant in this way. In the education and treatment of learning disorders, one of the most important methods introduced is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. Ayres presented a theory called sensory integration to relate behavior and neural function, especially sensory information, which examines the specific connections of neural function, sensorimotor behavior, and academic learning in a hypothetical framework, and aims to find specific patterns of dysfunction. In children with learning and sensory problems special treatment methods for these groups. The method of sensory integration is a neurological flow that receives and organizes sensory information from the body and the environment of a person and uses it to function more effectively and better in the environment. This method leads to the improvement of excellent brain functions and the abstract levels of the brain from which mathematics is applied; it increases and thus improves the educational efficiency of these students. This intervention engages the child's senses with exercises in the form of a game, and this situation helps coordination and precision in the functioning of the child's senses. Agent concentration is important in maintaining integrity and improving learning performance, so it can play an effective role in improving reading and writing disorders. The basic assumption of this educational method is that children with learning disorders have problems in these sensory pathways. Much research has been conducted and its effectiveness has been confirmed regarding the effectiveness of this educational method in children with learning disabilities. Learning disorder affects brain function in the areas of understanding and processing verbal and non-verbal information; therefore, it is important to identify decisive intervention methods in this field. The purpose of this study was to investigate the effectiveness of the central nervous system reorganization method on explicit and implicit memory, mental retention ability, and visual-spatial skills of students with special learning disabilities.

The statistical population of this research included all students with specific learning disabilities who referred to the learning disabilities centers of Rafsanjan city in the academic year of 2019-2020, 90 of whom were selected randomly in three groups of sensory integration using the purposeful sampling method. , reorganization of the central nervous system, and the control group were replaced. Research tools included Bogard and Roos's (1991) mental fluid retention task, Snodgrass and Vanderwaart's (1980) manifest and latent memory questionnaire, and Kornoldi's (1998) visual-spatial memory test. Data analysis was done using repeated measurement with mixed design and multivariate analysis of variance using SPSS-24 software.

The Results showed that the effect of the group in the component of mental maintenance (p < 0.01 and F = 70.99), explicit memory (p < 0.01 and F = 293.26 (162 and 2)), hidden memory (p < 0.01 and F = (162, 2) 65.17) and visual-spatial skills of children are significant, so there is an obvious difference between mental retention, overt and hidden memory, and visual-spatial skills. There are three groups and between the effectiveness of educational methods considering learning disorders. Also, sensory integration training has been effective in increasing mental retention, explicit and implicit memory, and visual-spatial skills of students with specific learning disorders. On the other hand, the difference between the two groups of sensory integration and the nerve reorganization method showed that the effects of the sensory integration group on increasing mental retention, explicit and implicit memory, and visual-spatial skills of students are more than the central nervous reorganization group.

It was concluded that the methods of sensory integration and reorganization of nerves are effective in increasing mental retention, explicit and implicit memory, and visuospatial skills of students with specific learning disorders, and this effectiveness in the training of the sensory integration group compared to Reorganization of the nerves in the ability to maintain a higher and greater mental capacity.

Background &

Learning disorder is a neurodevelopmental disorder in children that occurs due to genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; therefore, it is important to identify decisive intervention methods in this field. Learning disability is one of the most controversial topics of exceptional education. One of the goals of educational systems is to raise the level of students' ability to increase the academic efficiency of learners. According to the Statistical Manual of Mental Disorders, a learning disability has been renamed to a specific learning disability, and reading disorder, writing disorder, and math disorder, each of which was once a distinct and independent disorder, are now considered to specify a specific learning disorder. A neurodevelopmental disorder in children that is caused by genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; in a way that lasts at least 6 months. This disorder leads to problems in learning and using academic skills in the form of carelessness, poor comprehension, slow reading, difficulty in spelling, problems in written expression, problems in mastering the meaning of numbers or calculations, and problems in mathematical reasoning. These problems are not related to mental retardation, developmental delay, uncorrected vision or hearing problems, or movement or neurological disorders, they are specifically meant in this way. In the education and treatment of learning disorders, one of the most important methods introduced is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. Ayres presented a theory called sensory integration to relate behavior and neural function, especially sensory information, which examines the specific connections of neural function, sensorimotor behavior, and academic learning in a hypothetical framework, and aims to find specific patterns of dysfunction in Children with learning and sensory problems and special treatment methods for these groups. The method of sensory integration is a neurological flow that receives and organizes sensory information from the body and the environment of a person and uses it for more effective and better functioning in the environment. This method leads to the improvement of excellent brain functions and the abstract levels of the brain from which mathematics is applied; increasing and thus improving the educational efficiency of this student. This intervention engages the child's senses with exercises in the form of a game, and this situation helps coordination and precision in the functioning of the child's senses. Agent concentration is important in maintaining integrity and improving learning performance, so it can play an effective role in improving reading and writing disorders. The basic premise of this educational method is that children with learning disorders have problems in these sensory pathways. Much research has been done on the effectiveness of this educational method in children with learning disabilities and its effectiveness has been confirmed. The purpose of this study was to compare the effectiveness of the sensory integration method and the central nervous system reorganization method on the explicit and implicit memory of students with specific learning disabilities.

The present study was a pre-test-post-test experiment with a control group and a follow-up period in terms of its practical purpose and design. The statistical population of the research included all students with specific learning disorders (reading/writing, math, and mixed disorders) who were referred to educational and clinical centers in Rafsanjan city in the academic year of 2020-2021, 90 of them were selected using the purposeful sampling method. Completely randomly, they were replaced in three experimental groups of 30 people, including the sensory integration group, the central nervous reorganization experimental group, and the control group. The research tools included the mental fluid maintenance task of Bogard and Rus (1991) and experimental groups of sensory integration training protocol (for 12 sessions and 90 minutes each session) and central nervous system reorganization protocol (for 8 sessions of 90 minutes each session). Data analysis was also done using repeated measurement with mixed design and multivariate analysis of variance using SPSS-24 software.

The Results showed that the effect of the group (control, sensory integration, and reorganization of the central nerves) was significant in the component of mental maintenance (p<0.01 and F=70.99). Also, the effect of disorder (reading/writing, math, and mixed) in mental maintenance (p>0.05 and F = 0.716) is not significant, so there is no significant difference between the scores of the groups according to learning disorders. Also, in the between-case factor of the interaction of the group and disorders (reading/writing, math, and mixed), the mental maintenance component (p<0.05 and F=2.85) is significant, and there is a significant difference between the effectiveness of educational methods considering learning disorders. The way that effects of the sensory integration group on the students' mental maintenance ability were more than the central nervous system reorganization group.

The present study, like other studies, had limitations, including the uncontrollability of some important psychological factors, such as emotional characteristics and personality traits, along with the biological-neurological foundations involved in specific learning disorders. Considering that the research was carried out in a learning disorder center, generalizing the results to wider groups and different educational levels should be done with caution. Also, the specificity of the research sample only to students with learning disorders in Rafsanjan city limits the generalization of the results to other groups and cultures. Therefore, it is suggested that similar research should be evaluated for other students with special needs with wider samples, students in different educational levels, and different cities and cultures. On the one hand, it is suggested that clinical, educational, and exceptional specialists in the fields of occupational therapy, learning promotion, educational counseling, guidance centers, learning disorders centers, school health centers, and educators use the results of this study to help children with learning disabilities. Based on these findings, it can be concluded that the methods of sensory integration and nerve reorganization are effective in increasing the mental retention of students with specific learning disorders, and this effectiveness in the training of the sensory integration group is more than nerve reorganization. It is higher and more in the ability to keep the mind. Therefore, it is suggested that clinical, educational, and exceptional specialists use the method of integrated sensory interventions and nerve reorganization for students in different educational levels and cultures with learning disabilities.

Learning is the most basic process by which an apprentice becomes a master with cognitive skills and thinking power. Some people face problems in the normal routine of teaching and learning. Some of these people are students with special learning disabilities that are classified as neurodevelopmental disorders. According to DSM–5, specific learning disorder is accompanied by deficits in reading, writing, and mathematics. Considering this topic's importance, it seems necessary to use methods to help solve these children's problems. Regarding the education and treatment of learning disorders, one of the most important methods is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. The method of reorganizing the central nerves, based on movement therapy and neuromuscular retraining programs, tries to use and consolidate the previously unacquired movement patterns from the lower parts of the brain. The present study compared the effectiveness of the sensory integration and central nervous system reorganization methods on the visual–spatial skills of students with specific learning disabilities.

This quasi–experimental research employed a pretest–posttest and a follow–up design with a control group. The statistical population of this research included all students with specific learning disabilities (reading/writing, math, and mixed disabilities) who were referred to educational and clinical centers in Rafsanjan City, Iran, in the 2020–2021 academic year. Of them, 90 qualified volunteers (30 with reading/writing disabilities, 30 people with mathematics disabilities, and 30 people with mixed disabilities) were included in the study using available and targeted sampling methods. Then, they were randomly assigned to three groups: sensory integration, central nervous reorganization experimental, and control. The inclusion criteria were as follows: having a learning disability, being 13 to 15 years old, showing normal intelligence, lacking problems like hyperactivity, and not having special mental or physical problems. The exclusion criteria were as follows: absence of more than one session, non–cooperation of the child or family, hyperactivity of the child, and not tolerating the study conditions. The first experimental group received the sensory integration training program in 12 ninety–minute sessions using the Ayres (1972) theoretical and therapeutic principles of sensorimotor integration. The second experimental group received the central nervous system reorganization training program in 8 ninety–minute sessions using the theoretical and therapeutic bases of Delacato (1992). No intervention was provided to the control group during this period. The research data was collected using the visual–spatial memory test of Cornoldi (1998). Data were analyzed using repeated measurement with mixed design and multivariate analysis of variance at a significance level of 0.05 using SPSS software version 24.

There was a significant difference between the experimental group of sensory integration and the control group in the visual–spatial skills of children with learning disabilities (p<0.001), as well as between the central nervous system reorganization group and the control group in the visual–spatial skills of children with learning disabilities. There was a significant difference in learning (p<0.001), but no significant difference was observed between the two groups of sensory integration and reorganization of central nerves in visual–spatial skills in the general state. Also, in the sensory integration and central nervous system reorganization groups, there was a significant difference between the pretest and posttest scores and between the pretest and follow–up scores in terms of visual–spatial skills scores (p<0.001). However, there was no significant difference between the posttest and follow–up scores in the sensory integration and central nervous system reorganization groups, indicating that the interventions of sensory integration and reorganization of the central nerves continued in the follow–up phase. Also, the effect of the disorder and its interaction with group and time was not significant, and the results showed no difference between the experimental groups in the three categories of disorders (reading/writing, math, and mixed).

Based on the findings of the research and considering the follow–up tests, it was concluded that the sensory integration and reorganization of the central nervous system reorganization methods had the same effect on the visual–spatial skills of children with learning disabilities. Both methods in this research equally increased the visual–spatial skills of children with a learning disorder. 

The aim of this study was to evaluate the effectiveness of online emotional schema therapy on distress tolerance and cognitive emotion regulation in university students with adjustment disorder due to romantic break-ups.

By a randomized controlled trial design, among students of 4 universities with romantic break-up experiences in the 2020 year, applying an online procedure a final sample of 30 participants was selected and divided randomly into two equal groups. Participants were in the 18 to 38 age range. After filling out the demographic information questionnaires, Adjustment Disorder New Model and the DSM-5 diagnostic interview, participants were accepted into the sample based on a puposeful sampling . The experimental group received emotional schema therapy for 10 sessions and the control group remained on the waiting list. Participants completed the distress tolerance scale (DTS) and cognitive emotion regulation questionnaire (CERQ) in three stages of the study.

Results of a mixed analysis of variance showed a significant difference (P<0/05) between the post-test scores of the experimental and control groups in the distress tolerance and cognitive emotion regulation strategies variables.

The results of this study suggest that online group therapy based on emotional schema therapy can reduce the symptoms of a romantic breakup and is recommended for them.

Some people with bipolar disorder regain psychosocial functioning upon symptomatic remission. The majority still suffer persistent functional difficulties, even though their core affective symptoms are controlled. Functional recovery is considered as important as symptomatic recovery, and assessing functional outcomes is increasingly recommended in clinical and research settings. Therefore, it seems quite necessary to make instruments with acceptable validity and reliability in different languages. A variety of measures are applied to evaluate functional impairments in bipolar disorder studies, but none of them are specifically designed for bipolar disorder. This instrument was developed for clinical evaluation of functional impairments presented by patients suffering from mental disorders (especially bipolar disorder). Functioning Assessment Short Test (FAST) is a brief instrument designed to assess the main functioning problems experienced by psychiatric patients, specifically bipolar patients. Here in this research we examined the psychometric properties of the Persian version of FAST.

This questionnaire development study was conducted in the Psychiatric Department of Imam–Reza Clinic, Shiraz City, Iran. Outpatients diagnosed with bipolar disorder type I and II (n=202) were recruited using convenience sampling. A psychiatrist diagnosed bipolar disorder according to the Diagnostic and Statistical Manual of Mental Disorders (DSM–5). All available information, including psychiatric records, was brought into consideration. Subjects diagnosed with borderline personality disorder, those in the acute phase of bipolar disorder, active drug abusers, and patients with comorbid mental retardation were excluded. The control group consisted of healthy subjects (n=202) recruited using convenience sampling and screened to have no first–degree relatives with bipolar disorder, current psychiatric comorbidity, schizophrenia, or other psychotic disorders. The control group was compared with the patient group regarding sex, age, marital status, and educational level. Based on the results of the Hamilton Depression Rating Scale and the Young Mania Rating Scale scores, patients were classified as euthymic (those with scores < 8) and symptomatic (those with scores ≥ 8). Bipolar disorder patients and the control group were assessed with FAST. The instrument was evaluated regarding face, construct, convergent, discriminant and concurrent validity. The Cronbach alpha and intra–class correlation coefficients were calculated to estimate internal consistency and test–retest reliability, respectively. Data were analyzed using SPSS 23 and Lisrel 22 at a significance level of 0.05.

The control group and patients group had no significant differences regarding sex, age, marital status, and educational level (p>0.05). Face validity for all questions was acceptable with impact scores ≥ 4.9. FAST total scores were higher for the patient group (22.36±14.21) compared to the control group (4.49±2.03; p<0.001). Furthermore, FAST total scores showed a significant difference between the symptomatic and euthymic groups. FAST scores were lower for the euthymic group (13.80±9.06) compared to the symptomatic group (34.89±10.62; p<0.001). The FAST could successfully discriminate between patients and controls as well as euthymic and symptomatic patients. Confirmatory factor analysis also confirmed the selected model (X2/df=5.04; RMSEA=0.101; NFI=0.96; CFI=0.97; IFI=0.97; GFI=0.80). The FAST also showed acceptable convergent and discriminant validity. The findings showed that the scaling success rates for convergent and discriminant validity were 100% for all domains. Total FAST scores were strongly and negatively correlated with the Global Assessment of Functioning scores (rho= –0.9, p<0.001); therefore, FAST showed an acceptable concurrent validity. The Cronbach alpha coefficient and intra–class correlation coefficient in the Persian version of the FAST were above 0.7.

Based on the findings of this study, the Persian version of FAST has sufficient validity and reliability, making it an acceptable assessment for application in clinical trials and comparative studies.

Social anxiety indicates the tendency to be anxious in social situations and also expresses the fear of rejection from others and due to the significant impact on the performance of individuals, it can be considered as one of the serious problems. The purpose of this study was to relation of components of body image and cognitive avoidance with social anxiety in adults. This study, done based on Correlation method. 383 students of Shiraz University were selected by available sampling method and all of them completed Social Anxiety Scale (Connor, et al., 2000), Body Image Concern Scale (Littleton et al., 2005) and Cognitive Avoidance Questionnaire (Sexton and Douglas, 2008). The obtained data were analyzed using multiple regression analysis was used to analyze the hypotheses. The results of regression analysis showed that two variables of body image concern and cognitive avoidance can significantly predict social anxiety (P <0.005). Body image and cognitive avoidance, predict 0.27 and 0.23 of social anxiety variance, respectively. With increasing the satisfaction of the body image using culture and necessary trainings, could be improved the mental health of individuals and is prevented psychiatric disorders such as social anxiety.

Exercise has been attended by many diabetic patients;which can be used as a useful approach in maintaining body health, improving metabolic function of body, reducing the risk of cardiovascular death, and also in preventing and treating various diseases.The aim of the present study was to evaluate the effect of 12 weeks aerobic exercise on the changes of urea, creatinine, glucose and triglyceride levels in obese women with type 2 diabetes. In this study, 30 elderly obese women with an age range of 40-60 years were randomly selected and were divided into two groups of controls (n=15) and experiment (n=15) based on fat percentage and body mass index. Training program consists of aerobic exercise which was performed 3 times a week for 12 weeks. Blood samples in the fasting state were collected before the start of training sessions and 24 hours after the last training session. After 12 weeks of training, the test of covariance analysis was used at P≤0/05 level. According to obtained results compared with control group, there exist significant changes in plasma levels of blood urea nitrogen (P=0/002), glucose (P=0/0001) and triglycerides (P=0/0001). But there was no significant difference between creatinine level in control and experimental group (P=0/61). The aerobic exercise can facilitates the entry of glucose into the cells, the body’s excretion of urea and creatinine, lipolysis and expenditure of triglyceride.