masood gholamali lavasani

The aim of this research was to explain the mental health and quality of mother-child interaction with attention deficit-hyperactivity disorder based on parenting styles.

Accordingly, the research method was descriptive and among the causal-comparative methods. The population included mothers with children with attention deficit / hyperactivity disorder who ranged in age from six to twelve in Tehran in the 2020-21 academic year. The sample of the present study, which was selected by convenience sampling method, included 100 mothers with children with attention deficit / hyperactivity disorder who referred to the Health Center of District 22 of Tehran. CSI4 Parent Report Questionnaire and DSM5-based diagnostic interview were used to identify students with ADHD. Data were collected using the Bamrind Parenting Style Questionnaire (Bamrind,1991), the Parent-Child Relationship Scale (Pianta,1994), the Child Behavioral Problems Scale (Canners,1968), and the Mental Health Questionnaire.

The results showed that mothers' mental health differed significantly in terms of parenting style except for the total health score. Also, differences in mother-child interaction based on the type of parenting style of mothers were significant, which was reported only in two subscales of general positive relationship and conflict.

Based on the findings, it can be stated that parenting education and choosing appropriate styles in mothers with ADHD child can not only improve mothers' mental health, but also improve the quality of mother-child interaction.

Behavioral problems represent a prevalent category of mental disorders in children and adolescents, encompassing internalized and externalized behavioral problems. Regarding prevention, it is necessary to investigate and identify the psychological issues of children and adolescents at the onset of the disorder and treat it to minimize the psychological damage. However, if this disorder persists, the damage done to the character will increase. Minority children and adolescents often face unfavorable situations, such as poverty and deprivation of the benefits of society. In addition, becoming part of the minority population with the discussion of bilingualism and its effects on people's development has always been the focus of researchers, who emphasize its negative and positive effects, such as the effect on intelligence and creativity. So, the present study was conducted to compare and investigate behavioral problems in bilingual and monolingual children.

The method of current research was causal–comparative. The study population included all preschool children in Kermanshah Province, as well as Pakdasht and Karaj cities, Iran, in the academic year 2020–2021. Among the mentioned statistical population, one testing center in Sarpol Zahab City of Kermanshah Province, one in Pakdasht City (Sharif Abad City), and one in Karaj City were selected according to an available sampling method. A total of 266 parents completed the Behavior Assessment System for Children–Third Edition parent form. Of whom, 133 people had bilingual children, and 133 people had monolingual children. The inclusion criteria included the informed consent of parents to participate in the research and having a preschool child of 4 to 6 years old. The exclusion criterion was incomplete filling out the questionnaire. The parent form of Behavior Assessment System for Children–Third Edition (BASC–3) (Reynolds & Kamphaus, 2015) was used to collect data. Data analysis was performed using descriptive statistics (percentage, frequency, mean, and standard deviation) and inferential statistics (the Chi–square test, independent t test, and multivariate covariance analysis) by SPSS version 26 software. The significance level of statistical tests was set at 0.05.

The results showed that behavioral problems in all subscales, including externalized problems (p<0.001), internalized problems (p=0.006), behavioral symptoms (p=0.036), and adaptive skills (p=0.046) were significantly higher in bilingual preschool children compared to monolingual preschool children.

Based on the results of the present study, bilingual preschool children perform weaker and slower than monolingual preschool children in four components of behavioral problems: externalized problems, internalized problems, behavioral syndromes, and adaptive skills.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is challenging for the family members to manage. Some of patients' behavioral characteristics make them be adaptive rather than disruptive. To introduce the psychological characteristics of people with ADHD using a positive approach to their abilities.

With Google search, the Persian and English keywords of positive features in ADHD people in domestic databases of Iranmedex, Irandoc, Magiran and SID and international databases of PubMed, Springer, ProQuest, Scopus, Elsevier, MEDLINE, and Cochrane were collected and reviewed through a systematic review.

A total of 103 articles published in English and Persian on the subject of a positive approach to the psychological characteristics of ADHD between 1992 and 2020 were obtained, of which 36 articles had the inclusion criteria. This study showed that creativity, hyperfocus and entrepreneurship are positive traits confirmed in people with ADHD.

Many researchers, by examining the symptoms of ADHD, believe that there are abilities in these people that are an advantage and skill and can be a strategy to compensate for the deficiencies in people with this disorder.

The paramount role of parent-child relationships has always been recognized in the emergence of personality traits and the formation of early maladaptive schemas. Early maladaptive schemas and perfectionism can raise in a family atmosphere, but the researches had less attention on the role of family in gifted students’ perfectionism.

The purpose of this study was to test the relationship between popularity of parents and the creation of early maladaptive schemas with the perfectionism of gifted adolescents based on multilevel analysis.

The research is a multilevel correlational study. The statistical population of the present study included girl gifted students of Tehran’s gifted high schools at individual level, and their parents at the environmental level. In this study, for each higher level variable (father or mother), three individual level variables (student) were considered. Plus, 100 people (50 fathers and 50 mothers) were chosen as the higher level sample, and 300 students were selected as the individual level sample. The sample were asked to fill 3 sets of questionnaires, popularity of parents’ questionnaire (Afrooz et al., 2013), Perfectionism Scale (Heel et al, 2010) and schema inventory for children (Rijekboer & De Boo, 2010).

Implementing two-level analysis, the positive effect (.001) of rejection and exaggerated expectations on negative perfectionism in student level variables were identified. In family level variables, the effect of father popularity on negative perfectionism was significant (.05). Also, the reliability value of the model (.70) confirms the proper fitting of the first and second models.

These findings generally suggested that student and family level variables are associated with predicting negative perfectionism and the role of environmental variables such as family, school, culture and society in the perfectionism of gifted adolescents should be surveyed to reduce the prevalence of this issue.

The present research aimed to design a family-based cognitive rehabilitation package and evaluating its effectiveness on executive functions of dyslexic students.

The research was semi-experimental with pre and post-test and a control group. Statistical population contained all students who were studying in governmental centers for learning disorders in Tehran in 2017-2018. From among these centers, two centers were selected and 30 students were selected by random multi- stages clustering and were assigned into two groups (15 in experiment group and 15 in control group). Experiment group received 12 one-hour sessions of intervention once a week for 3 months. Both groups were evaluated by Boshra Cognitive Inhibition (Rafihkhah et al., 2016), Working Memory Test Battery for Children (Pickering & Gathercole, 2001), Integrated Visual and Auditory Continuous Performance Test (Sandford & Turner, 1994), and Behavior Rating Inventory of Executive Function (Jerard, 2000). MANCOVA and ANCOVA were used for analyzing the data whith SPSS24</sub>.

Findings showed that family-based cognitive rehabilitation with emphasize on sustained attention, working memory and inhibition had significant effects on executive functions of dyslexic students (P>0/01).

The family-based cognitive rehabilitation with emphasize on sustained attention, working memory and inhibition is effective for dyslexic students.