مقالات رزومه سیما عیوضی

children with dysgraphia have several visual perception. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving visual perception in children with dysgraphia. A semi-experimental in the form of pretest-posttest control group design was used. 40 primary school students with dysgraphia who referred to counseling centers in Kermanshah city in the academic year 2022/2023 were selected. Among them, 40 who were willing to cooperate and were also available according to the entry criteria (having at least three components among the diagnostic criteria of dysgraphia, student and parent satisfaction) and withdrawal (being under other interventions) and after obtaining informed consent, they were randomly selected and and randomly divided into experimental and control groups. After performing the pre-test on both groups, a 12-session HAMRAH cognitive rehabilitation package was performed on the experimental group. Then both groups received the post-test. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving visual perception and its components (spatial communication, spatial perception and shape stability) in children with dysgraphia (P<0.01). However, there was no significant effect on the components of shape-background recognition and motor-visual coordination. It can be concluded that the Hamrah cognitive rehabilitation package can be used as a single treatment or along in combination psychological therapies for students with dysgraphia.

The present study was conducted with the aim of designing, building and validating the educational package of cognitive rehabilitation of dysgraphia "Hamrah". The research method included 6 steps. In the first stage, the necessary information for making the package was collected through books and research background based on the cognitive approach to improve writing skills and executive functions. In the second step, based on the background of the research, major writing problems in dysgraphia were identified. In the third and fourth stages of the research, relevant games were designed and made. In the fifth stage, the validation package was provided to experts in the field of cognitive psychology and specific learning disorders (1 psychologist in the cognitive field, 2 psychologists in the field of specific learning disorders, and 2 experienced primary school teachers in the field of specific learning disorders). For this purpose, a questionnaire with a 4-point spectrum was used. The validation result showed that the package has acceptable validity (CVI=0.85). Finally, the package containing 40 game-based exercises was given to 3 normal students and 2 dysgraphia elementary school students for preliminary testing. In this way, the problems that existed during the execution of the games were identified and resolved. It is suggested that the educational package of cognitive rehabilitation of dysgraphia, along with other treatment methods, should be used in medical centers by experts in the field of learning disorders in order to improve writing skills and improve executive functions for students with dysgraphia

Human power is considered as the valuable capital of organizations, which selection, maintenance and preservation is necessary and important for every organization, and this will be possible by using job questionnaires. For this purpose, the present study was conducted with the aim of investigating the validity and reliability of Panikar's Occupational Typography Questionnaire.

For the initial review of the questionnaire, the initial version of the questionnaire was implemented on a sample of 50 people (25 girls, 25 boys in the second secondary school). Then the questionnaire was given to 10 experts in the field of psychology and psychometrics (7 psychologists and 3 psychometricians) and its content and form validity were also checked. Then, to check confirmatory factor analysis, 600 people between 14 and 24 years of age were selected by available sampling method and responded to Panikar's occupational typology questionnaire.

In the present study, after analyzing the data by content validity method and confirmatory factor analysis, finally a questionnaire of 312 questions was obtained that separates 8 job types and the components of each type are from the point of reliance, pleasure, planning, identity, risk, motivation and framework are formed.

The results of the validation based on Cronbach's alpha were also 0.77, which is a suitable value. From the results of this study, it can be concluded that this questionnaire is a reliable and valid tool for evaluating job types in the workplace..

Dysgraphia is one of the common symptoms of specific learning disorders. children with dysgraphia have several cognitive problems. This research was conducted with the aim of investigating the effectiveness of HAMRAH cognitive rehabilitation package on improving executive functions (working memory and response inhibition) in children with dysgraphia. The present research was semi-experimental in the form of pre-test-post-test with a control group. The statistical population of the research was students with dysgraphia who referred to education counseling centers in Kermanshah city in 1401. Among them, 40 people (initially 20 people in the experimental group and 20 people in the control group, but one of the control group was removed by the end of the experiment) who were willing to cooperate and were also available were selected and then randomly divided into experimental and control group. Then, in both groups, the pre-test was implemented, and after that, the experimental group received 12 intervention sessions of the HAMRAH cognitive rehabilitation package, but there was no intervention for the control group. Then, a post-test was performed for both groups. The data were analyzed using covariance. The results showed that the Hamrah cognitive rehabilitation package has an effect on improving working memory and response inhibition in children with dysgraphia (P<0.01). It is suggested that the HAMRAH cognitive rehabilitation package be used in medical centers by mental health specialists, along with other treatment methods, in order to improve working memory and response inhibition for children with dysgraphia

Executive functions are excellent cognitive functions that guide other cognitive activities of the brain. Executable functions help the individual to perform his learning tasks and intelligence operations. The purpose of this study was to investigate the effectiveness of cognitive rehabilitation of executive functions on improving the academic performance of probative students.

The present study was a semi-experimental design with pre-test and post-test with control group. The statistical population consisted of all probation students of Razi University of Kermanshah. A simple random sampling method was used to select 40 students. Subjects were randomly assigned to two groups of experimental and control. The mean of the last semester was used as a pre-test and The mean of the current semester was used as a post-test. The experimental group was involved in cognitive rehabilitation intervention using the captain log program (10 sessions and 2 sessions a week) and the control group did not receive intervention during this period. Data were analyzed using SPSS version 23 software. . The results of the data show that there was a significant difference between the two groups after the cognitive rehabilitation exercises in the mean score (0.01). Thus, it can be concluded that the cognitive rehabilitation of the executive functions Improving the academic performance of probative students has a significant effect.

The theory of mind is the mental states, beliefs, intentions, desires, claims and knowledge of oneself and others and understanding that others have different beliefs and intentions from our beliefs and intentions. This ability consists of three levels; The first level or recognizing emotions and pretense, the second level of the theory of mind or primary misconception and the perception of misconceptions and the third level or the perception of secondary misconceptions or the perception of jokes. Having a theory of mind helps a person to attribute thoughts, desires and intentions to others and to be able to predict or describe their actions and understand their intentions. While research shows that autistic children disabilities in the theory of mind, autism spectrum disorder is a neurodevelopmental disorder characterized by qualitative deficits in social interactions, language, communication, and stereotyped behavior such as behavioral patterns, interests, and limited activities. Studies show that children with autism spectrum disorder, compared to normal children, have a significant defect in the development of the whole theory of mind and its different levels. People with mental disabilities have difficulty explaining the intentions of others and also do not understand how their behavior affects others, understanding oneself and others is essential for effective social relationships and interpersonal interactions. Theory of mind in practice gives the children a powerful tool which helps them to explore, predict and change the behavior of others. Through the theory of mind we can interpret the mental states (beliefs, desires, imaginations, emotions, etc.) that are the cause of actions. All human beings need to communicate and relate to others. Without effective social interaction and interpersonal communication, man can not achieve the desired growth and flourishing of his personality. Interpersonal relationships occur when people interact with each other. Therefore, the main purpose of this study is to investigate communication skills training on the development of theory of mind in autistic children, in order to understand the mental states of others and use it to communicate socially.

The method of the present study is quasi-experimental with a pretest-posttest design with a control group. The statistical population was all 9-12 year old male autistic students in Kermanshah. 12 students were selected by available sampling method and randomly divided into two groups of 6 experimental and control. Theory of the mind test was used as a data collection tool, which consists of 3 subscales from which a general score for the theory of mind is obtained. After performing the pre-test in the experimental and control groups, communication skills training based on Albert Ellischr('39')s rational-emotional-behavioral therapy method was performed in 13 sessions in groups in the experimental group. Data were analyzed using descriptive and inferential statistics (univariate and multivariate analysis of covariance). Considering that the present research design was a quasi-experimental pre-test-post-test with a control group, the inferential statistics section includes analysis of covariance (univariate and multivariate) to test the research hypotheses.

The mean of the whole theory of mind and each level of theory of mind of the subjects in the experimental group in the post-test increased compared to the pre-test. But there is not much increase in the mean of the control group after the test. The results of univariate analysis of covariance showed that there is a significant difference between the pre-test and post-test scores of the whole theory of mind (P <001) and this means that the intervention (communication skills training) on the total scores of the theory of the mind of subjects in the experimental group has had a significant impact. In order to find out the difference between the mean scores of post-test levels of theory of mind in the two groups, analysis of covariance was performed. According to the calculated effect size, 0.89% of the total variances of the experimental and control groups are due to the effect of the independent variable. Also, the statistical power of the test is equal to 89%, this means that the test was able to reject the null hypothesis with a power of 89%. The results of multivariate analysis of covariance of post-test scores showed that the value of F for level one was 10/50, which is significant at level (P <0.01), for level two, it was 26/34, which is significant at level (P <0.001), for level three, it was 1/69, which is not significant. Considering the effect size, 60% of the change in level one and 79% of the change in level two and 19% of the change in level three of the theory of mind was due to the effect of independent variable (communication skills training).

In this study, communication skills training with Albert Ellischr('39')s intellectual-emotional-behavioral therapy, increased the ability of understanding and interpreting  the mental states and behavior of oneself and others (whole theory of mind), the ability to recognize emotions and pretense (first level of the theory of mind) and misconception (the second level of the theorie of mind) in autistic boy children aged 9-12 years. Some new theories derived from Vygotskychr('39')s socio-cultural theory emphasize the experience and interaction with others in the evolution of the theory of mind. Studies have shown that children who had the opportunity to engage in conversations about mental health performed better in the theory of mind than children who did not. It can be inferred from theories and researches that communication, interaction and social dialogue can promote the theory of mind. But communication skills training did not have a significant effect on the ability to understand secondary misconceptions (3th level of mind theory) in autistic boys aged 9-12 years. Autism causes serious damage to the functions of social cognition, especially the theory of mind, and boys are more vulnerable. The reason for the lack of progress in advanced theory of mind (joking perception) may be the limitations of autistic children in conceptual developmental ability. It seems that in order to achieve high levels of theory of mind, more cognitive and mental processes and cognitive interventions are needed with more components in mind. In general, it can be concluded that teaching these types of communication skills can be included in the treatment programs of autistic children and can be used to improve the theory of mind and its levels in autistic children.

The purpose of this study was to determine the effectiveness of yoga-based mindfulness in reducing anxious women's rumination. The present method was semi-experimental with a pre-test and post-test design,  with a control group. In this research, the statistical population included all women who referred to sports clubs in Kermanshah for enrollment in yoga classes. After completing the Beck anxiety inventory and rumination responses by eligible women in the study company based on entry and exit criteria, 30 were selected and randomly assigned to experimental and control groups. The experimental group consisted of 16 sessions of 75 minutes (weekly 2 sessions) under yoga exercises. The data were collected by Beck Anxiety Inventory (1999) and Nolen-Hoeksema (1991) rumination responses questionnaire. Data was analyzed by descriptive and inferential statistical methods using SPSS-23 software. The results showed that there was a significant difference between the two groups in rumination. According to the results, it can be said that yoga is an effective approach to reducing rumination.