دکتر سید میثم موسوی

The aim of this study was to analyze the epistemological foundations of Seyed Hossein Nasr's theory of traditionalism and its implications for rational education. The research method was descriptive-analytical and the results showed that the epistemology of Nasr is combined with religious knowledge and cognition, the source of which is the sacred science, a science that makes it possible for man to see God everywhere and thus Reach the higher world and the holy foundation of the universe. The possibility of human reaching the absolute truth through intuitive reason, the association of sacred knowledge with faith and certainty, the combination of sacred knowledge with moral virtues, and the dependence of sacred knowledge on action are the epistemological foundations of sacred science. Considering this type of knowledge can lead to such implications as using the power of reason to have the attribute of knowledge, using intuition as a source for knowledge and a factor to justify beliefs, setting goals and principles in advance based on connection with the sacred, Educators should be constantly cognizant, prevent mental skepticism in educators, create rational foundations for moral virtues, help holy knowledge to know the nature of objects in the divine order and use a combination of content to rationally train educators.

Mystical education is the deepest and most esoteric reading of religious education in which the mystic with deep wisdom, and esoteric and pure refinement of truth and amour, seeks to discover a unique truth and a eternal connection to this truth. Allameh Hassanzadeh also considers man, who is the manifestation of the universal name of God, as a single truth whose body is his descendant rank who has no more than one identity and personality, which is interpreted as me and Anna and the like. He considers self-knowledge to be the way to reach this unique truth. This research seeks to explain the goals and principles of mystical education, which claims to provide the most certain way to achieve truth and the highest spiritual education. In this research, with the help of documentary technique and conceptual analysis, the basics of type one and two have been identified; Then, using the inferential method and applying three practical analogies, the ultimate goal and intermediate goals and principles of mystical education based on the anthropological views of Allameh Hassanzadeh have been identified. The ultimate goal of mystical education is "perdition in God and survival in God". And some of the most important intermediate goals of mystical education, knowledge of God, cultivating a good temperament, health of body and soul, strengthening the rational soul, presence in the presence of God, realization of two theoretical and practical powers of man, constant ascent, gaining spiritual sustenance for life and conduct Is. Also, self-knowledge, moderation, poverty alleviation, desire, manifestation, evacuation, evacuation, literature with God and gradual completion can be mentioned as some of the most important principles of mystical education.

The purpose of this paper is to study the ontological foundations of Merleau-Ponty’s and Lipman’s approaches in order to develop an integrated model in the Philosophy for Children program. The main research questions are: what are the ontological foundations of Merleau-Ponty’s and Lipman’s approaches and, on this basis, what is the integrated model of the two approaches in the philosophy for children program? In this paper, in identifying the ontological foundations, the analytical-inferential research method has been used, and in presenting the integrated model, the integration composition research method has been used. The results indicate similarities and differences between the Merleau-Ponty’s and Lipman’s approaches. Given the basic commonalities in the ontological foundations and the emphasis on the importance of childhood and its impact on adulthood in the two approaches, by eliminating disparate elements and overlapping commonalities through necessary corrections, a combination of the two approaches can be used to improve the philosophy for children program.

The Covid Pandemic has 19 different psychological effects such as stress, anxiety, fear, etc., and various family consequences on employed people. This study was designed and conducted to identify the psychological consequences and family challenges caused by coronary conditions in employed people.

This study was conducted with a qualitative approach and phenomenological method. The statistical population was employed people in Tehran in 1399, which included criteria such as having worked in that job for a year and working in governmental, non-governmental, service, health, freelance and .... organizations. The statistical sample includes 16 people who were purposefully and accessibly selected. Semi-structured interviews were used to collect information. claizichr('39')s descriptive phenomenological approach was used to analyze the data.

The findings of this study were identified in the form of main categories and sub-categories. In reviewing the results from the 3 general questions extracted from the research, 16 main categories of negative emotions, occupation, recreation, vitality, order, stress, care, opportunity, education, communication and physical problems, negative impact, tolerance, positive impact, no problem And telecommuting was achieved.

The results of this study showed that the corona virus pandemic in Iran is a new and unpredictable experience for all people that has negative and different psychological effects on the working community. Therefore, it is suggested that psychological interventions be performed to improve mental health and reduce the psychological consequences of the working community.

Economic and family conditions are one of the most important factors affecting the mental health of the child. The aim of this study was to investigate the effect of family and economic factors on hyperactivity and attention deficit (ADHD) symptoms in children aged 11-6 years. To investigate the aim of the research, qualitative research method was used. Therefore, 13 mothers of children with attention deficit/hyperactivity disorder (ADHD) were selected by semi-structured interviews and then the data were analyzed by the method of content analysis. The results of the research in the qualitative section led to the identification of four sub categories and two main categories. The results showed that the family of children with ADHD have low income, inadequate living space, lack of a child's room, low level of education, lack of awareness about child's disorder and single/multi parent. These factors may increase the symptoms of ADHD.
It is suggested that therapists pay attention to stressful factors such as economic and family conditions in the treatment of children with ADHD.

The present study was conducted in order to investigate the effectiveness of parent-child relationship-oriented group interventions on symptoms reduction in 6-11 years old children with attention-deficit/hyperactivity disorder. In a quasi-experimental study using pre-test and post-test design with three experimental groups of 1. drug therapy, 2. combined (drug therapy and family-oriented intervention) and 3. family-oriented intervention, mothers of 30 children with ADHD disorder were randomly selected from the educational districts, schools and students of Tehran using multi-stage cluster sampling method, and were placed in three groups. The combined and family-oriented groups were trained in a parent-child relationship group for 10 sessions and the drug therapy group received only medication. Subjects were assessed by Canners’ Parenting Scale in two stages (before intervention and after intervention). Data were analyzed using covariance analysis. The results of the present study showed that the implementation of a parent-child-based educational program resulted in a significant reduction in symptoms of ADHD among children in both the combined and family-oriented group. Parent-child relationship education is effective in symptoms reduction among children with ADHD. Therefore, it is suggested that therapists use this method to help children of this particular group.

This study examined the effectiveness of group interventions program based on the parent – child relationship on mothers parenting children (ages 8-11) with ADHD. This is a trial study based on pretest -post test plan¡ the research population consisted of all mothers of children (ages 8-11) with ADHD calling on the centre of pediatrics¡ vanak and rahe sabz clinics during 2013-2014¡ by considering drop members. From all mothers referred centre of pediatrics¡ vanak and rahe sabz clinics the study samples included 30 mothers selected randomly and divided into control and experimental groups. The mothers of the experimental group have been trained during 10 sessions by group intervention program based on the parent–child relationship based on Landreth pattern. Data was collected via Arnold parenting Scale and Child Behavior Checklist Parent form (CBCL). Collected data was analyzed by U Mann-Whitney test. Results revealed program interventions based on the relationship of parent-child significantly on mothers parenting child with ADHD in experimental group compared with control one. According to these findings we may concluded that group intervention program based on parent–child relationship can have beneficial treatment effects on Improvement of mothers parenting child with ADHD.

This study examined the effectiveness of group interventions program based on the parent – child relationship of children (ages 8-11) On reducing the symptoms of attention-deficit/hyperactivity disorder among them. This is a trial study based on pretest -post test plan، the research population consisted of all mothers of children (ages 8-11) with ADHD calling on the centre of pediatrics، vanak and rahe sabz clinics during 2011-2012، by considering drop members. From all mothers referred centre of pediatrics، vanak and rahe sabz clinics the study samples included 30 mothers selected randomly and divided into control and experimental groups. The mothers of the experimental group have been trained during 10 sessions by group intervention program based on the parent–child relationship based on Landreth pattern. Data was collected via parent version of Conners Rating Scale (1978). Collected data was analyzed by U Mann-Whitney test. Results revealed program interventions based on the relationship of parent-child significantly reduced in ADHD symptoms in experimental group compared with control one. According to these findings we may concluded that group intervention program based on parent–child relationship can have beneficial treatment effects on some difficulties due to ADHD symptoms.

Current study is conducted to investigate relationship between mental health and religiosity in Shahed and Non-Shahed college students. Stud-ied sample is consisted of 100 shahed and 100 Non- shahed that were se-lected by random sampling method among students of university of Teh-ran. Religiosity scale (Khodayri fard et al، 1385) and General Health Questionnaire (Goldberg، 1972) were used as data gathering instruments. Data analysis was done using Pierson’s correlation coefficient، fisher''s Z test and Multi-variate Analysis of Variance (MANOVA). Findings indi-cated meaningful relationship between mental health and religiosity. Although significant differences was not observed between Shahed and non-Shahed group in mental health but these groups were different from religiosity perspective. Therefore، it could be said that improving reli-gious belief and behaviors among students will lead to enhance their health statue.

The aim of the current study was to investigate the different aspects of identity among the students of Tehran universities with a focus on the role of sexual differences. The statistical community included all the students who were studying at Tehran universities. The sample entailed 1000 persons that were selected by stratified random sampling. Religious, national identity scale and the revised questionnaires on identity style were the means of the study. Multiple-variance analysis of variance was applied for the analysis and interpretation of data. The findings of this study represented that the female group has achieved a higher scale in information, norms and commitment of identity in comparison to the male group. Whereas, the male group showed a higher mean in the sub-scale of diffuse/avoidance; the female group showed a higher mean in all the sub-scales of national and religious identity. On the whole, the present study revealed that all the sub-scales of identity in religious, psychological well-being, informative, normative and commitment aspects in female students are higher than male ones while, the diffuse and avoidance identity were higher in the male students. Generally, these findings proved psychological and social disorientation among the male students in comparison to the females. Since the male population (community) of the society is considered as more active and dynamic, this issue needs the serious consideration of those in charge.

The present study aims at investigating the efficacy of “Structural Family Therapy” on treating children's "Separation Anxiety" through altering the family structure, and reducing parent's conflicts.Adopting a quasi- experimental method, the researcher performed pretest-posttest intervention and multivariate repeated measures. Forty families with at least one child suffering from Anxiety disorders were randomly assigned to two equal experimental and control groups. The experimental group received similar treatment to the control group for nine sessions. In addition, the above mentioned groups participated in a follow-up session six weeks after the last intervention. Then a multi-modal assessment of anxiety was performed including Spence's "Children's Anxiety Scale" and a diagnostic interview based on DSM-IV-TR criteria (2000). Where as, the control group was kept intact. The results revealed that the “Structural Family Therapy” is efficient in reducing children's Anxiety disorders (at p<0.005) such as obsessive-compulsive, generalized anxiety disorder, social phobia, panic disorder, and fear of injury.