دکتر محمدجواد رنجبر

This research was conducted with the main purpose of determining the effectiveness of group therapy based on acceptance and commitment on reducing stress and depression symptoms of mothers of children with separation anxiety disorder.

The statistical population of the current research includes all mothers of children suffering from separation anxiety disorder in 2021 who referred to private medical clinics in Babol city. For sampling, a non-probability sampling method based on the purpose was used and according to the type of research, 20 mothers who had anxious children were selected (10 in the experimental group and 10 in the control group). And they participated in 8 2-hour sessions for two months starting from the 24th of April and ending on the 11th of June. The tools used are: Beck's 21-question depression questionnaire with Cronbach's alpha coefficient of 0.78; Perceived stress scale by Cohen (1983) with Cronbach's alpha coefficient of 0.86 was used. In order to analyze the data, after collecting the data, it was recorded in the computer under the SPSS24 program and descriptive statistics, which included the frequency distribution and percentage, were used, and in the inferential statistics section, in order to find the effectiveness of the research components from Analysis of covariance test was used.

The results indicate that group therapy training based on acceptance and commitment to mothers of children suffering from separation anxiety disorder reduces depression and the effect size is (0.887); Perceived stress becomes the effect size (0.723).

Group therapy based on acceptance and commitment can reduce depression and stress of mothers of children with separation anxiety disorder.

In pathology and treatment of learning disorders, special attention has been paid to executive functions. The aim of this study was to investigate the effect of computerized cognitive rehabilitation of working memory on improving the planning and organizing functions of children with special learning disorders of the reading type.

The statistical population included elementary students with special learning disorders of the reading type in Amol and Mahmoudabad in the academic year 1397-98 who were referred to learning disability centers. From this statistical population, 30 people were selected by available sampling method according to the inclusion criteria, and were randomly assigned to the experimental and control groups. The experimental group received 14 sessions of computerized working memory rehabilitation (Memory Gym software). For data collection, NAMA dyslexia tests, Raven IQ test and the Tower of London test was applied. Data were analyzed by multivariate analysis of covariance.

results showed that the computerized working memory rehabilitation group Showed significantly better performance in reaction time (p <0.01, F = 42), error response (p <0.01, F = 29.97) and test score (p <0.01, F / 91/36).

Working memory-based cognitive rehabilitation improves it by facilitating subprocesses related to the planning-organizing function.

The present study was conducted with the aim of investigating the effectiveness of executive functions on the working memory of students with math learning disorders.

The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all elementary school students with math disorders who referred to the Center for Learning Difficulties in Noor city in the academic year of 2019-2020. 30 of these students were selected by available sampling and randomly assigned to two experimental and control groups, 15 each. In the implementation of this research, the capacity measurement testWorking memory of Danimin Carpenter (1980) was used and the training program of executive functions (Sahibani et al., 2019) was implemented for 10 sessions of 60 minutes and twice a week for the participants of the experimental group. If the control group did not receive any intervention. Data were analyzed using analysis of covariance.

The results showed that the training of the executive functions of the brain significantly increased the working memory of the students in the experimental group compared to the control group (p<0.001).

From the present study, it can be concluded that the training of the executive functions of the brain is effective on the working memory of students with math learning disorders and has improved it.

The aim of the present investigation is to study the cognitive model of Rapee and Heimberg in explaining shyness. In the same vein, the mediating role of fear of negative evaluation and social-physique anxiety in the relationship between body image and Self-Focused Attention with shyness was investigated. Statistical population included all students studying at Mohaghegh Ardabili University in 2019-2020, among them, 222 people were selected using multi-stage cluster sampling. Data were collected using the Focus of attention questionnaire, Fear of Negative Evaluation Scale, Social physique anxiety scale, Cheeck-Briggs Shyness scale, and Body Image Rating Scale. Data were analyzed using structural equation modeling. The results revealed that that the variables of fear of negative evaluation and social-physique anxiety play a mediating role in the relationship between body image and focus of attention with shyness. In the face of social situations, a kind of mental representation of appearance is formed in the person that becomes the focus of attention, also attention is paid to the negative evaluation of others, and finally the anxiety caused by these two sources increases shyness, in other words, the cognitive processes of Rapee and Heimberg conceptual model of social anxiety also play a role in explaining shyness.

Numerous methods have been tested in the field of rehabilitation of dyslexic students. The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and neuro-psychological exercises on reading speed, accuracy and comprehension of students with dyslexia.

The method was quasi-experimental and its design was multi-group with pretest and posttest phases. The statistical population was included all elementary school students with developmental dyslexia of Amol and Mahmood-abad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 samples were selected by convenience sampling and assessed by Raven IQ test and a Persian version of reading and dyslexia test (NAMA). Samples were randomly assigned to experimental and control groups after confirming diagnose from LD experts. Interventions were conducted in methods of computer-based cognitive rehabilitation and practical cognitive rehabilitation for experimental groups in 14 sessions, but the control group did not receive any intervention. Reading speed, accuracy and comprehension were measured via NAMA test in two pre-test and post-test stages. Data were analyzed by multivariate analysis of covariance with Bonferroni post-hoc test.

The results showed that computerized cognitive rehabilitation was more effective on the amount of reading speed and accuracy, but in comprehension, the practical method was more effective.

Computerized cognitive rehabilitation and practical cognitive rehabilitation are effective on dyslexia and these interventions can be complementary to each other in order to improve reading performance.

The concept of psychological well-being symbolizes a multi-dimensional structure consisting of life attitudes. It has been designed to investigate whether one is aware of his potential, his goals, the quality of his relationships with others and what he feels about his life or not. The objective of this study is to examine the role of positive and negative affect in predicting psychological well-being of athletic students. The population included all athletic students in Amol city in the academic year of 1393-1394. 100 students were selected by multi-stage cluster random sampling, and Positive and Negative Affects Scale of Power and Psychological Well-Being Scale of Ryff was administered among the selected sample. The data were analyzed using SPSS-21 by Pearson correlation coefficient and regression analysis. The results showed that there is a statistically significant positive relationship between positive affect and psychological well-being (r=0.53; p<0.01) in athletic adolescence, also there is a negative relationship between negative affect and psychological well-being (r=-34; p<0.01). The results of multivariate regression analysis showed that positive and negative emotions are able to predict psychological well-being of athletic students (R2=0.358; p<0.001). Using sport can help to increase psychological well-being of students. Therefore, it is recommended that stakeholders pay more attention to physical activity of students.

The purpose of this study was to compare the effectiveness of computer-based cognitive rehabilitation and practical neuropsychological interventions on working memory and sustained attention in students with dyslexia. The method of this study was experimental and its design was multi-group pretest and posttest with control group. Statistical population of this study included elementary students with dyslexia in Amol and Mahmoudabad cities during the academic year of 1397-98, who were referred to learning disability centers. 45 students were selected by convenience sampling method and assisted by diagnostic tests of Raven and reading and dyslexic test (NAMA). They were randomly assigned to experimental and control groups. The experimental groups were received 14 interventions sessions. The computer version of the n-back test and computer version of the continuous performance task were used for gathering data in two pre and posttest stages. Data were analyzed by multivariate analysis of covariance. The results showed that computer-based rehabilitation was more effective (P<0.05) on the amount of correct responses in sustained attention, and correct response and reaction time in working memory in comparing to practical neuropsychological exercises. These results reveal that computerized cognitive rehabilitation with providing the visual and audio attractions and the creation of opportunities appropriate to the level of child's development can provide a more appropriate field for improving the defects of the high-quality functions of the minds of people with dyslexia.

The aim of present research was to predict the tendency towards risk-taking behaviors in adolescents by family cohesion and self-worth. Research method was cross-correlational. The population was equal to 1320 individuals, included all high school students of the public high schools in Bojnoord city in the academic year of 2014-2013. A sample of 300 students were selected by multi-stage cluster sampling, Chosen from 7 schools With 2 class of each school. The instruments were Iranian youth risk-taking scale, Fisher's family cohesion scale and self-worth contingency questionnaire. Data were analyzed by using descriptive statistics, correlation and stepwise multiple regression model. Results showed that family cohesion and self-worth negatively correlated with all sub-scales of tendency towards risky behavior. In the final step of regression model, family cohesion and self-worth significantly predicted tendency towards risky behavior. Family cohesion as an effective internal source, and self-worth as an effective external source, act as protective shields to adolescents tendencies toward risk-taking behaviors.

The traumatic use of mobile phones is counting as common behavioral problems in adolescents, and many of internal and external variables, including loneliness and family cohesion may be have impact on it. The aim of this study is to investigate the role of family cohesion and loneliness to anticipate the traumatic use of mobile phones among high school students. For this purpose, 170 students that are studying in government schools at Mahmudabad city in the academic year of 94-1393 with the multi-phase cluster sampling have selected, and they responded to the Feeling Loneliness short-form test of California University, and traumatic using of mobile-phone scale and Fisher’s family cohesion scale. At the final step of the analysis, the result shows that, family cohesion negatively and the feelings of loneliness positively anticipate traumatic mobile phone. This finding is supporting the importance of family cohesion and loneliness variables in turning teenagers to traumatic usage of cell phone. It seems that training programs related to family cohesion to be increased and social skills development associated with adolescents take the part of reducing the traumatic use of mobile phones

Social competence is considered as a fundamental dimension of human development, especially in adolescence. The goal of this research is investigating Psychometric properties of 6-item Perceived Social Competence Scale in high school students.
this study was a survey and standardization research. Population included all high school students of Mahmud-Abad city in spring of 1394 (2015), among them, 237 students were selected by cluster random sampling method. Questionnaires were used in this study was UCLA Loneliness Scale (UCLS-8), Prosocial Tendencies Measure (PTM), and Perceived Social Competence Scale (PSCS). In order to validating this scale, methods of Cronbach's alpha and test-retest reliability in 3 weeks were used for reliability and ostensible validity, concurrent convergent and divergent validity and finally confirmatory factor analysis were used by SPSS-21 and Amos-21.
Findings: internal consistency of items by Cronbach's alpha was 0.83, test-retest reliability was equal to 0.90. Convergent validity with prosocial behavior scale was 0.50 and divergent validity with loneliness scale was 0.42. Goodness of fit indicators of confirmatory factor analysis was desirable (X2= 22.63, df= 9, RMSEA= 0.07, GFI= 0.96).
with regard to findings of investigating the Psychometric properties of Perceived Social Competence Scale, as a valid and reliable scale for assessing social competence, can be used by experts of psychology and social sciences.