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Disorder in attachment relationships can lead to psychological disorders by creating general anxiety and distrust in child. The present research aimed to effectiveness of play therapy with the Theraplay method on anxiety of children with parents.

Research method in this study was experimental of a single-subject with AB designs. The study population consisted of all children aged 5 to 8 years that attended psychological centers in Tehran in 2021. Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria and by purposive sampling. Trapley intervention was performed for each child in 21 sessions. The research instrument was Marschak Interaction Method (2018) Spence Children Anxiety Scale (1997) and the Theraplay Behavioral Checklist (Made by a researcher). Data were analysed using visual analysis at both within-condition and between-condition levels.

The findings showed that the play therapy with the Theraplay method intervention significantlyreduces the anxiety of child with parents (P<0.05).

According to the findings of the research has been confirmed the effectiveness of play therapy with the Theraplay method intervention on reducing the anxiety of child with parents. Therefore, this method can be considered as one of the useful and applicational treatments for these children.

Disorders in attachment relationships can lead to psychological disorders by causing widespread anxiety and mistrust in children. This research aims to "explain the effectiveness of interactive play therapy with the theraplay model on the anxiety of children with attachment disorders".

The research method was an experiment with a single-subject AB-type design. The statistical population included all children with attachment disorders aged 5 to 8 who were present in psychological centers in Tehran from 2020 to 2021. Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria and by available sampling. The three-step intervention was implemented for each child in 21 sessions. The research tools included the Marschak Interaction Method 2018 (MIM), Spence Children Anxiety Scale 1997 (SCAS), and the Theraplay Behavioral Checklist (Researcher-made). Data visual analysis was done at both within-condition and between-condition levels based on three indicators of level, trend, and stability.  

The findings showed that theraplay intervention significantly reduces the anxiety of children with attachment injuries (P<0.05).

According to the research findings, the effectiveness of theraplay intervention has been confirmed on reducing the anxiety of children with attachment disorders. Therefore, this method can be considered one of the most useful and applicable treatments for these children.

During the recent years, there have been challenges surrounding the issue of abortion in the country (1-3). It seems that these tensions stem from the failure to consider the executive problems associated with the existing procedure to be followed for abortion. Screening and abortion therapy suffer certain shortcomings and problems that have not been dealt with yet, not due to wrong rules but because of inappropriate implementation and ignoring the medical ethics from the stage of screening to issuing the permit for abortion.

Children with special learning disorders (Dictation) often have low self-efficacy that arises basically from academic failures and problem perception. The purpose of this study was the effectiveness of cognitive behavioral therapy intervention on the self-efficacy of students with special learning disorders (Dictation).

The research method in this study was a quasi-experimental design and pretest-posttest with a control group. The statistical population included all students with special learning disorders (Dictation) in the Primary grade at Mental Empowerment Center in Tehran in the academic year 2020-2021. Among them, 30 male students with special learning disorders (Dictation) were selected based on entry and exit criteria and by available sampling and randomly placed into two groups experimental (15 people) and control (15 people). Cognitive behavioral therapy interventions for the experimental group were performed in 2 sessions (90 minutes) per week and for a month and a half during 6 weeks (12 sessions) and the control group waited in the period. The research instrument included a Sherer General Self-Efficacy Scale (1982). The obtained data were analyzed by using an analysis of covariance.  

The findings showed that cognitive behavioral therapy intervention had a significant effect on the self-efficacy of students with special learning disorders (Dictation) (P <0.05).

Based on the research findings, it can be concluded that cognitive behavioral therapy intervention can increase the self-efficacy of students with special learning disorders (Dictation). Therefore, educational centers, and psychological and counseling services can benefit from this method to improve the self-efficacy of students with special learning disorders (Dictation).

Disorder in attachment relationships by distrust can lead to psychocognitive disorders in child. The aim of this study was to explain the effectiveness of  interactive Theraplay play therapy on child's quality of attachment relationships with the parent. Research method in this study was experimental of a single-subject with AB designs. The study population consisted of children 5 to 8 years old with attachment pathologies that attended psychological centers in Tehran in the academic year 2020-2021 and the number of children was 10. From among them, 3 children (two boys and one girl) were selected based on entry and exit criteria and by purposive sampling. The intervention of theraplay for each child was done according to the instructions of Booth and Jernberg (2010), performed in 2 sessions (45 minutes) per week for 10 weeks (21 sessions) during two and a half months. The research instruments were Marschak Interaction Method (MIM) and Theraplay Behavioral Checklist (made by a researcher). Data were analyzed using visual analysis at both within-condition and between-condition levels based on three indicators of level, trend and stability. The findings showed that intervention of oriented theraplay- focused play therapy had a significant effect on child' quality of attachment relationships with parents (P<0.05). According to the findings of the study, was confirmed the effectiveness of intervention of oriented theraplay- focused play therapy on improving child' quality of attachment relationships with parents. Therefore, this method can be considered as one of helpful and applicational treatments for these children.

Attention Deficit-Hyperactivity Disorder (ADHD) is one of the developmental neurological disorders, which is associated with significant disorders in developmental, cognitive, emotional, and educational issues. Mentalization-based therapy enhances the ability of ADHD children to empathize by increasing the reflective function of one’s own and others’ mentalizing capacity and improve the ability to see through the perspective-taking and understanding of one’s own and others' feelings under the influence of ego functions reinforcement. From the theory of ego psychology and object-relations approach, Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder in ego functions (executive functions, inability to regulate emotions, problem-solving, etc.) and the development of a coherent senseof self in relation to others. These children have serious problems in interpersonal relationships, and failure and the dyad of frustration and anger are characteristic of their relationships (1). According to Fonagyet al. (1996), mentalization is a psychological process that facilitates explicit and implicit meaningful interpretation of one's own and others' actions, desires, thoughts, and intentions(2, 3). Mentalization is the result of secure attachment and relationship with the early caregivers. Metallization-Based Therapy (MBT) was originally developed by Bateman and Fonagy for adult patients with borderline personality disorder in the 1990s; but in recent years, this treatment has been used for a wide range of disorders, including childhood disorders. Its purpose is to improve the mentalization skills (understanding of the inner world, point of view and feelings, and one's own desiresand others’ intentions or theory of mind) in the child and the parent. The present study aimed to test the effectiveness of this treatment on the empathic function of children with ADHD, considering there are some deficits in empathic functionsduring developmental lines of such children.

The present study is an experimental study of a one-factor design with three groups of Repeated Measures. The study sample consisted of 60 children (30 girls and 30 boys) with school-age ADHD (6- to 12-year-old) who were selected by targeted sampling. These children first received an initial diagnosis by a psychiatrist and then were assessed by psychologists for entry and exit criteria using the K-SADS-PL DSM-5 diagnostic interview form. The participants’ parents completed EQ-SQ questionnaire in three stages (pre-test, post-test, and follow-up), describing their child. Participating children were randomly assigned to three intervention groups including pharmacotherapy with methylphenidate, MBT-C, and combined method. The interventions lasted for 36 sessions and a follow-up session was held again three months after the end of the treatment. To analyze the data, Repeated Measures ANOVA and Bonferroni Post Hoc tests were used. All participants signed an informed consent form for ethical considerations.

MANOVA results showed that in the intergroup effect test between the three interventions (pharmacotherapy, MBT-C, combined method), there was a significant difference (P <0.001) in the empathy variable. The result of the intragroup effect test was also significant (P <0.001). In addition, the results of the Post Hoc test in  efficacycomparisons for the two-way between the three interventions showed that mentalization-based therapy and combined method were significantly different from the pharmacotherapy group; And its effectiveness in improving empathy in children with ADHD was confirmed. There was no significant difference in effectiveness between MBT-C group and combined method (P > 0.05).

The results confirm that mentalization-based therapy increases the level of empathy in children with ADHD. Mentalization-based therapy is a process-oriented therapy that uses plays to enhance mentalization and introspection, trying to teach and improve the reflective function, thinking, and mentalization capacity of children's mentalization and empathetic companionship and curiosity about the relationship with the child's inner experiences by the parents. Thus, MBT-C can be an effective intervention to improve empathy capacity in children with ADHD by focusing on the interaction of the inner and outer worlds and the regulation of emotions and interpersonal relationships.Data analysis of the present study showed that mentalization-based therapy was effective on empathy in children with ADHD and there was a significant difference between the three interventions of combinedintervention, MBT-C, and pharmacotherapy with methylphenidate in the empathy variable. And combinedintervention and MBT-C were more effective than pharmacotherapy on empathy in children with ADHD. Midgley et al. (2013) stated that the goal of Mentalization-Based Treatment for children (MBT-C) plants the seeds of curiosity and genuine empathy that create an atmosphere full of "emotional oxygen" for both the child and the parents so that they can face the pleasures and experience the challenges of life during the therapy(4). Taylor (2012) also utters that simple mentalization efforts such as support and empathy are effective in treating cases where there is high arousal in children (such as the emotional experiences seen in children with ADHD) (5).Given that mentalization-based treatment seeks to improve children's capacity for reflective functions, thinking, and mentalization, as well as educating reflective functions and practiceempathetic companionship and curiosity about the child's inner experiences to parents, it increases the effectiveness of treatment for ADHD children. Mentalization-based treatmentby use of play builds a powerful medium (for both the child and the parent and therapist) to explore relationships, to learn about the world of feelings, and to discover a psychological voice for oneself as a child. From a mentalization perspective, play is a form of social learning, as all kinds of experiences in daily life are rehearsed, changed, and completed, and integrated into the child's behavioral repertoire through this medium.

Introduction and

Children with special learning disability of dictation often have low self-efficacy, which is mainly due to academic failure and difficult perception. The aim of this study was to evaluate the effectiveness of cognitive behavioral therapy intervention on learned helplessness of students with special learning disabilities (dictation).

The research method in this quasi-experimental study was pre-test-post-test with two educational and control groups. The statistical population included all students with special dictation disorders in elementary school in the Center for Empowerment of the Mind in Tehran (Iran) in the academic year 1399-1400. Among them, 30 male students with special learning disabilities (dictation) were selected based on inclusion and exclusion criteria and by available sampling method and then were randomly divided into two groups of 15 participants. Cognitive behavioral therapy intervention was performed 2 sessions (90 minutes) per week for a month and a half during 6 weeks (12 sessions). The research instrument included the Learned Helplessness Questionnaire (LHS). Data were analyzed using analysis of covariance

Findings demonstrated that cognitive behavior therapy intervention had a significant effect on the learned helplessness of students with special learning disabilities (dictation) (P <0.05).

According to the findings, it can be concluded that cognitive-behavioral therapy intervention can reduce the learned helplessness of students with special learning disabilities (dictation). Therefore, educational centers, psychological services and counseling can use this method to improve the learned helplessness of students with special learning disabilities (dictation).

Autism spectrum disorder affects a person's communication skills and response to the external environment. The aim of this study was to evaluate the effectiveness of IDP's method on improving joint attention in children with autism. The research was a single case study with A-B design and follow-up. The statistical population of this study was children with autism spectrum disorder in Tehran Rehabilitation Center. Since the present study was looking for specific or unusual cases, purposive sampling method was used. Based on this, 3 children who, according to the pediatric psychiatrist and child psychologist, had signs and symptoms of autism, were selected as the study sample. The data collection tools in this study were Gilliam (2006) Autism Diagnosis Test and Identiplay Protocol based on the approach of Phillips and Biwan (2007). In the present study, for data analysis, chart analysis methods, stable change index, clinical significance, percentage improvement of POD, PND indices and calculation of trend and intermediate stability chamber were used. The results of the study showed that the Identiplay method was effective in improving joint attention in children with autism. The results showed that Identiplay significantly improved the joint attention of children with autism spectrum disorder. Thus, it is suggested that this method be used as a new and complementary approach in the field of education and rehabilitation of children with autism spectrum disorder along with other major therapies.

The aim of this study was to predict the characteristics of borderline personality organization based on childhood trauma and family emotional atmosphere in drug addicts.This study was a predictive correlation in terms of its basic purpose and based on how to obtain the required data. The statistical population of the present study included all individuals with drug abuse disorders referred to addiction treatment centers in Shiraz, from which 123 people were selected as a sample size using multi-stage cluster random sampling; In such a way that one of the different areas of Shiraz city accidentally and among it males with substance abuse disorder referring to addiction treatment centers and green, Hafez, new life, school and living again located in Shiraz city (to 123 people were selected. The sample group was assessed by distributing the Leishringer Borderline Personality Disorder Questionnaire (1999), the Childhood Trauma Questionnaire (CTQ) by Bernstein et al. (2003), and the Hill Berne Family Emotional Atmosphere Questionnaire (1964). The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the statistical level, mean and standard deviation were used, and at the inferential statistical level, multivariate regression was used simultaneously. The results indicate that childhood trauma and the emotional atmosphere of the family are able to predict the characteristics of the borderline personality organization.

The aim of this study was to evaluate the effectiveness of Aiden-Poly method on improving imitation skills in children with autism.

The research was a single case study with A-B design and follow-up. The statistical population of this study was children with autism spectrum disorder in Tehran Rehabilitation Center. Since the research was looking for specific or unusual cases, purposive sampling method was used. Based on this, 3 children who, according to the pediatric psychiatrist and child psychologist, had signs and symptoms of autism, were selected as the study sample. The data collection tools in this study were Gilliam (2006) Autism Diagnosis Test and Identiplay Protocol based on the approach of Phillips and Biwan (2007). To analyze the data, the methods of graph analysis, stable change index, clinical significance and percentage improvement of POD, PND and trend and middle stability compartment were used.

The results showed that the ID-Poly method was effective in improving mimicry skills in children with autism.

The results showed that Identiplay significantly increased the imitation skills of children with autism spectrum disorder. Thus, it is suggested that this method be used as a new and complementary approach in the field of education and rehabilitation of children with autism spectrum disorder along with other major therapies.

This study aimed to compare attachment styles and perceived social support in people who approached a fortune teller and those who did not. The research was causal-comparative study and the research population consisted of people referred to forger in year 1398 in Shiraz. The sample was 50 people who approached a fortune teller and 50 who didn’t that they were selected by using available sampling method. Research instruments included Adult Attachment Inventory (AAI) and Perceived Social Support (MSPSS). The validity and reliability for tow scales are satisfactory. To analyze data were used the analysis of variance method with SPSS-21 software. The results indicated that the difference between attachment styles and social support was significant between the groups. The difference between avoidant attachment, ambivalent attachment between the groups was significant. Other results showed that there was a significant difference between the scores of family social support and social support of other groups.

The purpose of this study was to predict shame and guilt based on self-differentiation and defense mechanisms. The research method is correlation. The statistical population of this study was students of Islamic Azad University of Pardis branch of Shiraz. Random cluster sampling method was used to select 140 people as the sample group. Participants responded to Self-Conscious Affect Inventory, Self-Differentiation (short form) Scale, and Self-Defense Styles inventory. Data were analyzed using multiple regression analysis with SPSS software. Findings showed that dimension of self-differentiation was a negative and significant predictor of feeling shame. In addition, the results showed that underdeveloped defense mechanisms were negative and significant predictors of guilt, and underdeveloped and psychosomatic defense mechanisms were positive and significant predictors of shame. Overall, it can be concluded that the effect of defense mechanisms and their differentiation dimensions on the sense of shame and guilt is important.

Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent psychiatric diagnosis. These children have many problems in different aspects of their life. The aim of present study was to determine the effectiveness of Mentalization-Based Treatment for children (MBT-C) on improvement of the quality of life among school-aged children 6 to 12 with ADHD. A Sample consisting of 60 children with diagnosis of ADHD was selected and then randomly assigned to experimental and control groups. This experimental study was carried out in mixed method with three groups of interventions including MBT-C, pharmacotherapy with Methylphenidate and combination intervention. Each child participated in 12 to 36 separate sessions of interventions. The results indicated important improvements in all aspects of children's quality of life through MBT-C, especially in combination with methylphenidate. Therefore, this kind of intervention through the capacity of mentalizing in children and their parents can improve the quality of life especially affective functions and emotional regulation.

The purpose of this study was to investigated mediation role of affective regulation (with tow indexes: emotional reactivity and emotional cutoff) in relationship between Attachment Styles (anxiety and avoidance styles) and Negative Perfectionism and Interpersonal Problems. Participants were 220 college students (109 boys, 111 girls) in Azad University were selected by random cluster sampling, with average age 27years. They completed four self-report instruments: Differentiation of Self Inventory, Experience in Close Relationship – Revised (ECR-R), Positive and Negative Perfectionism Scale (PANPS( and Inventory of Interpersonal Problems (IIP-32). Data analysis was constructed by structural equation model (SEM). The resulted indicated that attachment styles (anxiety and avoidance styles), both directly and indirectly, through mediating role of affective regulation (emotional reactivity and emotional cutoff) are a significant predictor in negative perfectionism and interpersonal problems. Also emotional reactivity and emotional cutoff directly prediction negative perfectionism and interpersonal problems. Implications and suggestion for future studies are discussed.